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The Propensity of Students to Undertake Homework in the Absence of Formal Rewards: A Teaching Note

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  • Julia Mundy

Abstract

This Teaching Note reports on an initiative designed to increase the number of students who undertake homework in the absence of formal rewards, such as additional marks. While the initiative was successful in increasing the number of students who attempted the homework each week, preliminary findings suggest it may have been accompanied by a fall in attendance levels. The note concludes with some lessons learned and recommendations for educators who wish to undertake a rigorous empirical study of the initiative's effectiveness and impact.

Suggested Citation

  • Julia Mundy, 2012. "The Propensity of Students to Undertake Homework in the Absence of Formal Rewards: A Teaching Note," Accounting Education, Taylor & Francis Journals, vol. 21(5), pages 529-537, October.
    • Handle: RePEc:taf:accted:v:21:y:2012:i:5:p:529-537
    DOI: 10.1080/09639284.2012.673389
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    Cited by:

    1. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Watson, Stephanie F., 2013. "Accounting education literature review (2010–2012)," Journal of Accounting Education, Elsevier, vol. 31(2), pages 107-161.

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