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We examine the relationship between homework completion and exam performancefor students having different physics aptitudes for five different semesters ofan introductory electricity and magnetism course. In our analysis, we plot examscores versus homework completion scores and calculate the slopes of the linefits and the Pearson correlations. On average, completing many homeworkproblems correlated to better exam scores only for students with high physicsaptitude. Low aptitude physics students had a negative correlation between examperformance and completing homework; the more homework problems they did, theworse their performance was on exams. One explanation for this effect is thatthe assigned homework problems placed an excessive cognitive load on lowaptitude students. As a result, no learning or even negative learning mighthave taken place when low aptitude students attempted to do assigned homework.Another explanation is based on the fact that the negative benefit effectsfirst appeared when magnetism concepts were introduced. According to thisexplanation, low aptitude students had difficulty consolidating knowledge ofmagnetic fields with previously-learned knowledge of electric fields. A thirdpossibility, that a high homework copying rate by low aptitude students impededlearning, is rejected because two different analyses revealed no evidence ofhomework copying.

The benefits of completing homework for students with different aptitudes in an introductory physics course