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

In this article, the authors describe field experiments in the classroom where the principles of microeconomics students are assigned to groups that are not required randomly for assignment. The authors discovered that homework plays an important role in student learning, especially for students who did not go well at the beginning of the course. Students in the required group have a higher retention rate, a higher test score (5% to 6%), a higher score (B), and a lower failure rate. The authors also found that using tool variable estimates to examine the relationship between intrinsic job seeking and test performance it has been found that job seekers have a large positive impact on test performance. (Includes 5 tables and 12 notes.)

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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.

As we said, traditional homework and "busy work" are universal in the classroom and have little effect in improving the learning experience of individual students. This assignment is based on the assumption that each student is the same and each student has the same level of maturity, attention and ability. So ... it's a bit lazy. As we all know, the skills of real life vary from person to person. Students are very nervous about such work if they feel that they have to face particularly impossible tasks.