Hawkes Homework Habits: Demonstrating the Link Between Time Investment and Course Success at Guilford College

Written by Hawkes Learning | Jul 18, 2024 4:30:00 PM

Highlights & Overview:

Of students who passed the course, 100% scored 70% or more on the homework.
Of students who passed the course, 91% scored 80% or more on the homework.
For students who received less than a C, their average homework score was 55.56%.
Of students who failed the course, the average homework score was 31%.
For students who earned a final grade of 90 or better, their average homework score was 99%.

This case study explores the link between time invested in homework and overall course success. By analyzing the homework scores and final grades, we can identify significant patterns that underline the importance of consistent homework performance.

Background & Context

This study analyzes Dr. Herb Baum’s use of Hawkes Learning’s course materials at Guilford College during the Spring 2024 term. Dr. Baum uses Hawkes’ Beginning Statistics in his Math112 Elementary Statistics course which is facilitated in a lecture format. He has been using Hawkes’ materials since 2018 to administer his homework lessons, midterms, and final exams. He also utilizes Hawkes’ Canvas synchronization option, providing an easy grade transfer portal while also streamlining the student sign-in process. When asked about his favorite Hawkes features, Dr. Baum reports Hawkes’ renowned Customer Support Team and the intuitive Practice mode in the student platform. Dr. Baum also shares that Hawkes’ grading system in the Instructor Platform has been very beneficial.

This study was conducted with the assumption that students must have a C or above to “pass” the course and move on to the next course. At Guilford College, a “C” is equal to or greater than a final grade of 72. A final score of 55 or below indicates a failing grade in the course. With Dr. Baum’s custom course settings, students receive 100% for submitting their Certify assignments on time, 75% if it is up to two weeks late, and 0 thereafter.

Data Highlights

MATH112
Hawkes Product Used: 3^rd Edition Beginning Statistics

This scatter plot demonstrates a strong positive correlation (R² = 0.7975) between students’ homework scores and their final grades. The upward trend indicates that higher homework performance is generally associated with better course outcomes, especially with higher homework scores. Additional data analysis beyond this graph further illustrates a clear relationship between homework completion and overall success in the course, providing more detailed insights into performance thresholds and grade distributions.

Homework Performance and Passing the Course

100% of students who passed the course scored 70% or more on their homework.
91% of students who passed the course scored 80% or more on their homework.

Homework Performance and Lower Grades

Students who received less than a C had an average homework score of 55.56%.
Students who failed the course had an average homework score of 31%.

Homework Performance and High Achievement

Students who earned a final grade of 90 or better had an average homework score of 99%.

Analysis

While correlation does not necessarily equate to causation, the data demonstrates a strong trend between performance in Hawkes’ homework lessons and overall course success.

Students who passed the course consistently achieved higher homework scores. The fact that every student who passed the course scored at least 70% on their homework highlights the critical threshold necessary for passing.
High achievers (those earning 90 or better as a final grade) nearly perfected their homework, with an average score of 99%, indicating that top students not only complete their homework but excel in it. This is a clear reflection of Hawkes’ mastery learning approach at work. When completing a Hawkes homework lesson, the student has the opportunity to truly master the learning objectives, leading them to become test-ready.
Conversely, students who received less than a C or failed the course had significantly lower homework scores, averaging from 31% to 55.56%, respectively. This suggests a clear link between poor homework performance and overall academic achievement.

Conclusion

The evidence presented strongly supports the notion that dedicating time and effort to homework is a key factor in academic success. Ensuring students understand the importance of homework and providing innovative interactive homework opportunities could significantly improve their overall performance in the course. The more time that students interacted with Hawkes Learning’s mastery pedagogy, their overall grade was positively impacted.

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