{"title":"作业和测验对考试成绩的影响:差异中的差异方法","authors":"E. Latif, Stan Miles","doi":"10.1080/10691898.2020.1807429","DOIUrl":null,"url":null,"abstract":"Abstract Using data on students at a Canadian business school, this article studies the effect of homework assignments and in-class quizzes on exam performance. Based on a difference-in-difference approach, assignments had a statistically discernible positive impact on exam grades for the overall sample. When broken down by gender, assignments had a positive impact on exam grades for males but no statistically discernible impact for females. Quizzes had no statistically discernible impact overall or for either gender. When broken down by student residency status, both assignments and quizzes positively impacted exam grades for international students, but there was no statistically discernible impact of assignments or quizzes for domestic students.","PeriodicalId":45775,"journal":{"name":"Journal of Statistics Education","volume":null,"pages":null},"PeriodicalIF":2.2000,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10691898.2020.1807429","citationCount":"5","resultStr":"{\"title\":\"The Impact of Assignments and Quizzes on Exam Grades: A Difference-in-Difference Approach\",\"authors\":\"E. Latif, Stan Miles\",\"doi\":\"10.1080/10691898.2020.1807429\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Using data on students at a Canadian business school, this article studies the effect of homework assignments and in-class quizzes on exam performance. Based on a difference-in-difference approach, assignments had a statistically discernible positive impact on exam grades for the overall sample. When broken down by gender, assignments had a positive impact on exam grades for males but no statistically discernible impact for females. Quizzes had no statistically discernible impact overall or for either gender. When broken down by student residency status, both assignments and quizzes positively impacted exam grades for international students, but there was no statistically discernible impact of assignments or quizzes for domestic students.\",\"PeriodicalId\":45775,\"journal\":{\"name\":\"Journal of Statistics Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2020-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/10691898.2020.1807429\",\"citationCount\":\"5\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Statistics Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/10691898.2020.1807429\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Statistics Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10691898.2020.1807429","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
The Impact of Assignments and Quizzes on Exam Grades: A Difference-in-Difference Approach
Abstract Using data on students at a Canadian business school, this article studies the effect of homework assignments and in-class quizzes on exam performance. Based on a difference-in-difference approach, assignments had a statistically discernible positive impact on exam grades for the overall sample. When broken down by gender, assignments had a positive impact on exam grades for males but no statistically discernible impact for females. Quizzes had no statistically discernible impact overall or for either gender. When broken down by student residency status, both assignments and quizzes positively impacted exam grades for international students, but there was no statistically discernible impact of assignments or quizzes for domestic students.
期刊介绍：
The "Datasets and Stories" department of the Journal of Statistics Education provides a forum for exchanging interesting datasets and discussing ways they can be used effectively in teaching statistics. This section of JSE is described fully in the article "Datasets and Stories: Introduction and Guidelines" by Robin H. Lock and Tim Arnold (1993). The Journal of Statistics Education maintains a Data Archive that contains the datasets described in "Datasets and Stories" articles, as well as additional datasets useful to statistics teachers. Lock and Arnold (1993) describe several criteria that will be considered before datasets are placed in the JSE Data Archive.
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