Can Enforcing an Organized Solution Lead to Better Grades?

Online homework systems have been used in math, engineering and other sciences for several years to distribute, collect and assess homework problems. As these systems have grown publishers have added beneficial features such as hints, based on student input and the ability to assess electronically drawn diagrams. Many studies have shown that there is no significant difference between different modes of homework delivery (handwritten, online or a hybrid of the two) and the success of a student within the class. However, missing from online homework systems is the assessment a student’s ability to present a clear and logical solution: technical communication. The objective of this study is to assess the relationship between student's ability to present a clear and organized solution and their ability to correctly solve a problem. A 4 section rubric is used to score homework and exam problems over 3 semesters of mechanics classes (Statics and Dynamics). Included in the rubric are scores associated with solving the problem: the Solution score, and a Presentation score evaluating the organization of the solution. Analysis of these data (over 1,000 samples), indicate a significant positive relationship between the Presentation score and the Solution score. With such a strong correlation between a students’ ability to present a logical problem solving process and their ability to formulate & solve engineering problems, should we not consider teaching students how to effectively present their work?