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

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  • Andrew Grodner
  • Nicholas G. Rupp

Abstract

In this article, the authors describe a field experiment in the classroom where principles of micro- economics students are randomly assigned into homework-required and not-required groups. The authors 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 percent), more good grades (Bs), and lower failure rates. The authors also study the relationship between endogenous homework submission and test performance using instrumental variable estimation and find that homework submission has a large positive effect on test performance.

Suggested Citation

  • Andrew Grodner & Nicholas G. Rupp, 2013. "The Role of Homework in Student Learning Outcomes: Evidence from a Field Experiment," The Journal of Economic Education, Taylor & Francis Journals, vol. 44(2), pages 93-109, June.
    • Handle: RePEc:taf:jeduce:v:44:y:2013:i:2:p:93-109
    DOI: 10.1080/00220485.2013.770334
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    Cited by:

    1. Fulya Ersoy, 2021. "Returns to effort: experimental evidence from an online language platform," Experimental Economics, Springer;Economic Science Association, vol. 24(3), pages 1047-1073, September.
    2. Beattie, Graham & Laliberté, Jean-William P. & Michaud-Leclerc, Catherine & Oreopoulos, Philip, 2019. "What sets college thrivers and divers apart? A contrast in study habits, attitudes, and mental health," Economics Letters, Elsevier, vol. 178(C), pages 50-53.
    3. Torberg Falch & Marte Rønning, 2011. "Homework assignment and student achievement in OECD countries," Working Paper Series 11411, Department of Economics, Norwegian University of Science and Technology.
    4. Wuttiporn Suamuang & Surachai Suksakulchai & Matthew A. Easter, 2018. "Relationship between Gender, Year Levels, Assignment Completion and Academic Achievement for College Students," Proceedings of the 11th International RAIS Conference, November 19-20, 2018 015WS, Research Association for Interdisciplinary Studies.
    5. Tisha L. N. Emerson & Linda K. English & KimMarie McGoldrick, 2018. "The High Costs of Large Enrollment Classes: Can Cooperative Learning Help?," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 44(3), pages 455-474, June.
    6. Martin S. Andersen & Dora Gicheva & Jeffrey Sarbaum, 2018. "Requiring Versus Recommending Preparation Before Class: Does It Matter?," Southern Economic Journal, John Wiley & Sons, vol. 85(2), pages 616-631, October.
    7. Tin-chun Lin & Subir Bandyopadhyay, 2019. "Are level of preparation and lecture attendance related in the role of influencing students' academic performance?," Economics Bulletin, AccessEcon, vol. 39(3), pages 2040-2051.
    8. Adam M. Lavecchia & Heidi Liu & Philip Oreopoulos, 2014. "Behavioral Economics of Education: Progress and Possibilities," NBER Working Papers 20609, National Bureau of Economic Research, Inc.
    9. Pratobevera, Giuseppe, 2022. "Homework and finance students’ learning and achievement," Finance Research Letters, Elsevier, vol. 46(PB).
    10. Jens Schubert, 2023. "The Effect of Gender on Study Effort: Nudges Versus Market Incentives," The American Economist, Sage Publications, vol. 68(1), pages 24-44, March.
    11. Hadsell, Lester, 2020. "Not for want of trying: Effort and Success of women in principles of microeconomics," International Review of Economics Education, Elsevier, vol. 35(C).
    12. Carlos Cortinhas, 2017. "Does formative feedback help or hinder students? An empirical investigation," Discussion Papers 1701, University of Exeter, Department of Economics.

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