Students Learn More from Homework Designed to Emulate Classroom Interactions

Virtual · June 2020

Poster Sessions · Cognitive

William Whitten
Fordham University
Sandra Whitten
Fordham University

Abstract

We hypothesized that ineffective homework often results from ineffective design of the homework. Students were assigned Traditional homework, or new-style Guided Cognition questions which incorporated a cognitive event common in classroom environments. Students who completed Guided Cognition homework performed about one letter grade better than students who completed Traditional homework.

Learning and Memory

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Students Learn More from Homework Designed to Emulate Classroom Interactions

Abstract

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