Reflective Homework as a Learning Tool: Evidence from Comparing Thirteen Years of Dual vs. Single Submission
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arXiv
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| Hauptverfasser: | , , , |
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| Format: | Preprint |
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2025
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| _version_ | 1866911103490981888 |
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| author | Dixit, Madhur Joshi, Kavya Lalbahadur Konde, Kaveri Bhalchandra Gehringer, Edward F. |
| author_facet | Dixit, Madhur Joshi, Kavya Lalbahadur Konde, Kaveri Bhalchandra Gehringer, Edward F. |
| contents | Dual-submission homework, where students submit work, receive feedback and then revise has gained attention as a way to foster reflection and discourage reliance on online answer repositories. This study analyzes 13 years of exam data from a computer architecture course to compare student performance under single versus dual-submission homework conditions. Using pooled t-tests on matched exam questions, we found that dual-submission significantly improved outcomes in a majority of cases. The results suggest that reflective resubmission can meaningfully enhance learning and may serve as a useful strategy in today's AI-influenced academic environment. This full research paper also discusses pedagogical implications and study limitations. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2508_09314 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Reflective Homework as a Learning Tool: Evidence from Comparing Thirteen Years of Dual vs. Single Submission Dixit, Madhur Joshi, Kavya Lalbahadur Konde, Kaveri Bhalchandra Gehringer, Edward F. Computers and Society Dual-submission homework, where students submit work, receive feedback and then revise has gained attention as a way to foster reflection and discourage reliance on online answer repositories. This study analyzes 13 years of exam data from a computer architecture course to compare student performance under single versus dual-submission homework conditions. Using pooled t-tests on matched exam questions, we found that dual-submission significantly improved outcomes in a majority of cases. The results suggest that reflective resubmission can meaningfully enhance learning and may serve as a useful strategy in today's AI-influenced academic environment. This full research paper also discusses pedagogical implications and study limitations. |
| title | Reflective Homework as a Learning Tool: Evidence from Comparing Thirteen Years of Dual vs. Single Submission |
| topic | Computers and Society |
| url | https://arxiv.org/abs/2508.09314 |