Establish the causal impact of homework corrections on student learning

Establish the causal effect of implementing homework corrections (HWCs) on student learning outcomes in upper-division physics courses, using research designs capable of supporting causal inference.

Background

This paper was exploratory and focused on characterizing student engagement with homework corrections rather than measuring outcomes causally. The authors state that their data cannot support causal claims about learning effects.

They suggest that future studies could implement HWCs as an intervention to directly test their impact on learning, addressing the current inability to make causal statements.