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

This paper describes an outdoor experiment in a classroom where microeconomic student principles need to do their homework but are not required but randomly assigned to groups. We discovered that homework plays an important role in student learning, especially for students who initially did not work on the course. Essential group students have higher retention rates, higher test scores (5% to 6%), better grades (B), and lower failure rates. We also use tool variable estimates to examine the relationship between intrinsic recruitment and test performance. We discovered that the submission of homework has a big positive impact on the results of the test.

In this article we will use evidence from 400 students' empirical experience to examine the impact of homework assignment on student learning outcomes. Students are randomly assigned to treatment groups (homework required) or control groups (no homework required). According to our knowledge, new discoveries of this paper have not been described in the literature so far, and for homework students need to have a higher retention rate. Furthermore, homework shows that it is closely related to the learning outcome of the student in the classroom (A or B is large and F is small). Requirements and homework are important indicators of student performance, but in these explanations homework will have a greater impact than homework. Finally, students who submitted high-quality tasks (ie, the average of their homework is better than the average), the test scores will be significantly higher.

This paper describes an outdoor experiment in a classroom where microeconomic student principles need to do their homework but are not required but randomly assigned to groups. We discovered that homework plays an important role in student learning, especially for students who initially did not work on the course. Essential group students have higher retention rates, higher test scores (5% to 6%), better grades (B), and lower failure rates. We also use tool variable estimates to examine the relationship between intrinsic recruitment and test performance. We discovered that the submission of homework has a big positive impact on the results of the test.