The Role of Homework on Student Learning Outcomes: Evidence from a Field Experiment

41 Pages Posted: 20 Apr 2010 Last revised: 31 Jan 2011

See all articles by Andrew Grodner

Andrew Grodner

East Carolina University - Department of Economics

Nicholas G. Rupp

East Carolina University - Department of Economics

Date Written: January 3, 2011

Abstract

This paper describes a field experiment in the classroom where principles of microeconomics students are randomly assigned into homework-required and not-required groups. We find that homework plays an important role in student learning, especially so for students who initially perform poorly in the course. Students in the homework-required group have higher retention rates, higher test scores (5% to 6%), a larger percentage of good grades (A’s or B’s), and lower failure rates. We also study the relationship between endogenous homework submission and test performance using instrumental variable estimation. We find that homework submission has a large positive effect on test performance - approximately one-half of a letter grade.

Keywords: Classroom Experiment, Student Performance, Homework Assignment

JEL Classification: H52, I21

Suggested Citation

Grodner, Andrew and Rupp, Nicholas G., The Role of Homework on Student Learning Outcomes: Evidence from a Field Experiment (January 3, 2011). Available at SSRN: https://ssrn.com/abstract=1592889 or http://dx.doi.org/10.2139/ssrn.1592889

Andrew Grodner

East Carolina University - Department of Economics ( email )

A423 Brewster Building
Greenville, NC 27858
United States
2523286742 (Phone)

Nicholas G. Rupp (Contact Author)

East Carolina University - Department of Economics ( email )

Brewster Building
Greenville, NC 27858
United States
252.328.6821 (Phone)
252.328.6743 (Fax)

HOME PAGE: http://myweb.ecu.edu/ruppn/

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