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| Main Authors: | , , , |
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| Format: | Preprint |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2508.09314 |
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Table of 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.