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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.
Latif et al. (Wed,) studied this question.