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arXiv · 2508.09314

Reflective Homework as a Learning Tool: Evidence from Comparing Thirteen Years of Dual vs. Single Submission

Madhur Dixit·Kavya Lalbahadur Joshi·Kaveri Bhalchandra Konde·Edward F. Gehringer
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Abstract

Dual-submission homework, where students submit work, receive feedback and then revise has gained attention as a way to foster reflection and discourage reliance on online answer repositories. This study analyzes 13 years of exam data from a computer architecture course to compare student performance under single versus dual-submission homework conditions. Using pooled t-tests on matched exam questions, we found that dual-submission significantly improved outcomes in a majority of cases. The results suggest that reflective resubmission can meaningfully enhance learning and may serve as a useful strategy in today's AI-influenced academic environment. This full research paper also discusses pedagogical implications and study limitations.

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Madhur Dixit, Kavya Lalbahadur Joshi, Kaveri Bhalchandra Konde, Edward F. Gehringer. 2025-08-12. Reflective Homework as a Learning Tool: Evidence from Comparing Thirteen Years of Dual vs. Single Submission. https://arxiv.org/abs/2508.09314

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