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

38 Pages Posted: 22 Jul 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: June 27, 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%), more good grades (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.

Keywords: classroom experiment, student performance, homework assignment

JEL Classification: I21, A22, C93

Suggested Citation

Grodner, Andrew and Rupp, Nicholas G., The Role of Homework in Student Learning Outcomes: Evidence from a Field Experiment (June 27, 2011). Available at SSRN: https://ssrn.com/abstract=1892173 or http://dx.doi.org/10.2139/ssrn.1892173

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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