Homework, motivation, and academic achievement in a college genetics course
Academic achievement, College student performance, Genetics education, Homework, Motivation
We conducted a mixed methods study in an upper-level genetics course exploring the relationships between student motivation, homework completion, and academic achievement at the college level. We used data from an open-ended questionnaire, homework grades and completion reports, and exam scores. We used these data sources to measure self-perceived motivating/demotivating factors and then tested these factors for correlation with homework completion and academic achievement. We found no significance in homework completion when considering credit or extra credit as a motivating factor. According to student reports they completed significantly more homework when considering reinforcement of content as a motivating factor. However, we found discrepancies between students’ reported motivation and actual completion rates. Self-reported study style, selfperceived conscientiousness, intelligence, attitude, time commitments, and complexity of assignments had significant impacts on whether or not students completed homework assignments and impacted students’ academic achievement. Overall, we found a positive relationship between homework completion and academic achievement within this upper-level college genetics course and provide implications for increasing student motivation.
Department of Earth and Environmental Sciences
Original Publication Date
Planchard, Matthew; Daniel, Kristy L.; Maroo, Jill; Mishra, Chandrani; and McLean, Tim, "Homework, motivation, and academic achievement in a college genetics course" (2015). Faculty Publications. 1188.