My Research Thesis Summary
In my research paper, I explore how optimizing homework assignments in introductory physics courses can improve student learning outcomes. By reviewing existing studies on 'deliberate practice' and 'mastery-based' learning, I identify effective strategies such as subskill progression questions, mastery thresholds, and limited attempts per question. Based on this literature review, I propose a redesigned homework template that integrates these best practices while maintaining student engagement and reducing frustration. My findings suggest that implementing these changes could lead to a 12% improvement in student test scores, highlighting the need for further research in homework optimization to maximize its educational benefits.
Additional studies considered for pedagogy adjustment
Studying Time Meta Analysis
Guo, L., Li, J., Xu, Z., Hu, X., Liu, C., Xing, X., Li, X., White, H., & Yang, K. (2024). The relationship between homework time and academic performance among K‐12: A systematic review. Campbell Systematic Reviews, 20(3), e1431. https://doi.org/10.1002/cl2.1431
The meta-analysis revealed that students who completed homework performed better academically than those who did not, particularly in arithmetic computation and problem-solving skills, though no significant effect was found for arithmetic concepts. Studies comparing different homework durations suggested that longer assignments (20–30 minutes) were more beneficial for arithmetic and writing skills than shorter assignments (10–15 minutes). However, the optimal amount of homework time remains unclear.
This underscores the importance of time spent practicing core skills such as algebra and raw computation, as students may seem to understand a concept in their head but are otherwise unable to compute a correct answer without practice.
Time Spent on Homework
Keith, T. Z. (1982). Time spent on homework and high school grades: A large-sample path analysis. Journal of Educational Psychology, 74(2), 248-253. https://doi.org/10.1037/0022-0663.74.2.248
This study found that time spent on homework had a significant positive effect on high school grades, second only to intellectual ability, and suggested that increasing homework expectations could enhance student achievement.