RESEARCH - US STUDY ON POWER OF CONCEPTUAL LEARNING

Updated 20/02/2003

HUMAN LEARNING - US STUDY ON POWER OF CONCEPTUAL LEARNING

Peters, M., Kethley,B., and Bullington,K.(2002) The Relationship Between Homework and Performance in an Introductory Operations Management Course. Journal of Education for Business. July/Aug. p.340-344

Is acquiring skills without adequate understanding of the theory and concepts acceptable ? This study tries to see if extended supervision through a graded homework option impacts conceptual learning and improves overall student performance.

330 business students were divided into two groups over one year at a first year university course, the groups being graded homework versus non-graded homework. Students' end-of-year exam performances were then assessed. Implications for enhancing long-term memory in knowledge work practices are raised.

The graded homework variable is attempting to fulfill the "practice makes perfect" theory.Students were asked to practice solving problems in their homework throughout the year that are similar to those they will face in their end-of-year exam. Presumably they would perform better than the group who did not have graded homework set for them. Presumably they would perform better because of this 'extrinsic reward' system place upon them versus the other group that had to rely purely on 'intrinsic rewards.'

Within this study, the catagory of problems set was also under scrutiny, namely quantitative and qualitative problems. Did graded homework affect both types of problem solving ?

Thirdly, other possible variables contributing to performance were also examined including gender, age, ACT and GPA scores, and class attendance.

RESULTS

Researchers were surprised at the results seen (see graph below).

Gender - no performance differences.
Age - older age students performed better with graded homework(.005)
ACT &GPA - higher entry-score students performed better with graded or ungraded homework (all .000).
Classroom attendance - high attendance with ungraded homework students greatly improved their performance than compared to low attendance ungraded homework students (.040) No difference was seen with those students who received graded homework.

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