Does Homework Matter? A Comparison of Homework With Established Predictors of Exam Performance in Large College Classes
Abstract
The authors developed a methodology for evaluating student answers on homework assigned in 3 sections (total N = 167) of an undergraduate educational psychology course. The potential of homework to predict exam scores was compared with that of two established predictors (critical thinking and participation in class discussion). The findings indicated that homework answers and critical thinking scores were strong predictors of exam performance in the first three course units, and critical thinking was a consistent predictor across all five course units. Class participation proved to be the weakest of the three predictors of exam performance.
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