Literaturnachweis - Detailanzeige
| Autor/inn/en | Koban, D.; Fukuzawa, M.; Slocum, R.; Fletcher, M.; Pleuss, J. |
|---|---|
| Titel | Differential Effects of Incentivized Homework on Student Achievement in Undergraduate Mathematics |
| Quelle | In: PRIMUS, 30 (2020) 5, S.501-519 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Fletcher, M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1051-1970 |
| DOI | 10.1080/10511970.2018.1530703 |
| Schlagwörter | Homework; Correlation; Mathematics Achievement; Introductory Courses; Military Training; Incentives; Grade Point Average; Assignments; Mathematics Tests; Educational Practices; Educational Benefits; Problem Solving; Mathematics Skills; Student Attitudes; College Freshmen; New York |
| Abstract | We present an analysis on the differential effects of incentivizing homework in an introductory mathematics course at the United States Military Academy. We found that including homework as part of a student's overall course average (incentive) led to a significantly higher performance (achievement) on homework assignments. However, doing homework only led to a significantly higher exam performance for medium-ability students. One possible explanation for our results is high-ability students may be able to grasp material with minimal out-of-class practice; medium-ability students benefit significantly from solving practice problems; and low-ability students may have difficulty in understanding even if they are actively practicing problems. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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