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The effects of homework supplements on exam performance in an undergraduate statistics course
AuthorLeeming, Emily M.
AdvisorAlavosius, Mark P.
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This study evaluates student performance in an undergraduate statistics course as a function of out of class supplements. Homework modules that taught composite skills supplemented lectures and instructional materials in an effort to facilitate composite skill tested in course exams. These modules were provided in selected units in two sections of an undergraduate statistics class that used twelve weekly exams to assess learning. The modules were applied to material tested on exams three, four, seven, eight, nine, and ten. Students' learning tested on exams one, two, five, six, eleven and twelve was not enabled by fluency modules. This alternating sequence evaluated the immediate effects of fluency homework on the corresponding material's exams. One course section received the fluency modules and course materials in a color-coded format while the second group received the same materials in black and white to assess the potential aesthetics of the instructional materials. This study serves as a continuation in a series of several course evaluations which discovered that students' success may be contingent just on efficient and correct study behavior. The data indicate that course supplements (homework) that guide student study time improves student performance on course exams. Interestingly, the color coding used in this study impairs performance compared to black and white materials. Compared to previous interventions, homework modules help low performing students master the content and are more cost-efficient that labor intensive solutions such as one-on-one peer coaching.