# Learnsmart Assignments Discovery

If LearnSmart is available for your course, you can access study modules through your **add assignment** (A) and **library** tabs. Click either tab and then select the LearnSmart type (B) you want to assign.

From the list of LearnSmart study modules, find the module you want to assign and click **assign** (A)

Slide the bar to adjust the module’s depth of coverage (A). As you adjust, you’ll see the average time it takes to complete the module (B), and how many items are covered. Select and deselect the topics you want to include (C), and then enter how many points the assignment is worth (D). Click **next: assign** (E).

To share this assignment with colleagues, click **add colleagues** (A). After you find and add your colleagues, choose the assignment policies your colleagues will be able to change. Set your available and due dates (B), and then click **assign** (C).

## Introduction

Organic chemistry is and always has been a difficult course to master for most students. A student’s success in a chemistry course is strongly correlated to on-task studying of the material through solving homework problems.(1) With large undergraduate class sizes, such as the ones at the University of Cincinnati, hand grading of homework problems and providing students with valuable feed-back is impractical. Online homework overcomes most of these obstacles. The computer software acts as the instructor, providing the correct answers, guidance, and tutorials.(2) Furthermore, the software is a diagnostic tool for the instructor to monitor individual and overall performance. Students appreciate the immediate feedback provided by the software, which reinforces the topic being taught and fosters a more positive study attitude.(3, 4) However, it has been found that most students need to receive points toward their final scores before they will complete online homework problems.(3) Over the past decade, many studies have shown a positive relationship between online homework and a student’s total points/course grade.(1-6) In general, the total points/course grade for the students who perform well on the online homework is higher than for students who do not complete online homework assignments. In addition, those students who complete online homework on average do better on examinations in comparison to those students who do only written homework.(7)

For our organic courses, taught by four professors over the past eight years, we observed the same positive relationship between online homework and examination performance as determined by the examination averages. However, looking more deeply into these data, we unexpectedly discovered that excellent performance on online homework is not a predictor of examination performance. Specifically, we find that half of the students who earn the majority of points on the online homework are significantly below average on the examinations. In addition, we find that students who combined traditional pencil–paper problem solving with the online software performed better than students who solely use the online homework package.

## Method—Online Homework Setup

For those only familiar with online homework packages for a general chemistry course, please be aware that online homework for organic chemistry is somewhat different. Similar to general chemistry problems, the organic package contains multiple-choice questions, but the possible algorithmic variations of a single problem are much more limited. In addition, unlike the general chemistry problems, online homework for organic chemistry contains a large number of problems that require using a drawing program to show the product of a reaction or to show the arrows for a mechanism.

The organic professors at the University of Cincinnati have used Connect or OWL as homework packages. These programs were chosen, in part, because they are integrated with course textbooks and contain a subset of the back of the chapter problems. Connect and OWL are both interactive homework packages providing students with feedback, guidance, and tutorials. The problems are parametrized such that if a problem is repeated, it is a new problem that investigates the same concept with different values or molecules. For Connect, we also provided LearnSmart, which is an interactive tool that adaptively assesses a student’s knowledge and confidence level of organic topics. Both Connect(7) and OWL(8) have been shown to improve student performances in organic chemistry courses.

Regardless of which package was used by us, online homework accounted for about 15% of the total points for the course. For the online homework, we assigned 15 problem sets with questions based on the material discussed in each hour and a half class period. To earn all the possible points, a student needs to solve around 160 problems per semester. The remaining points in the course were generally divided into quizzes worth between 0% and about 15%, two or three examinations worth a total of 40–55%, and a final examination worth about 30% of the total points. The examinations use pencil and paper and do not contain multiple-choice questions. A full range of typical organic chemistry questions are asked including topics such as nomenclature, physical and chemical properties of molecules, stereochemistry, products from reactions, synthesis, and mechanisms.

The authors believe that online homework is a very promising pedagogical tool. Because we are strong proponents of homework problems as an instructional tool for organic chemistry, students are given a large number of attempts and are given feedback after each attempt. We realize that this method of administering the online homework enables a student to acquire all the homework points through guessing. On the other hand, we felt that limiting the number of attempts would be more stressful by treating homework as an examination rather than a learning experience. Our approach is supported by a recent study that found students were most appreciative of the immediate feedback, the opportunity of multiple attempts, and the ease of the Connect program when solving online homework.(7) In two of our large classes (approximately 350 students), we discovered that most students completed each problem set using only two to three attempts (the average is 2.2 ± 0.4 attempts per problem set). Furthermore, we found that most students spent a significant amount of time working homework problems, apparently in an attempt to master organic chemistry.

In this study, we use Pearson correlation coefficients to measure the linear correlation between the percentage of examination points versus the percentage of online homework completed. A statistical analysis was performed on students’ use of the Connect program (averaged time spent actively working on the problems and the averaged number of attempts) to determine if there was a significant difference in the methods used by students to complete the online homework assignments.

## Results

For the past two academic years, we used Connect. For our courses, a total of 1143 students completed organic chemistry. As can be seen in Table 1, we compare the percentages of online homework completed to examination scores. We do not compare percentages of online homework completed to the total points because the total points include the online homework, and thus, bias the results. We also exclude quiz scores since some courses did not give quizzes. As the data show, those students who earn 90% or more of the points for the online homework did better on the examinations than the class as a whole (56% vs 48% of total examination points, Table 1). In contrast, students who complete less than 50% of the online homework generally do more poorly (31% vs 48% of total examination points, Table 1). The large standard deviation of approximately 17% makes the difference in these numbers less relevant. Because of this rather large standard deviation for the averages, we also looked at the median value and obtained similar percentages. Thus, our findings are consistent with previous literature studies; those students who do well on the online homework, on average, do better on the examinations than the class as a whole.

When the examination percentage versus the online homework percentage is plotted (Figure 1), we find it is true that students who perform poorly on the online homework also perform poorly on the examinations. However, we find no relationship between online homework points and examination scores for those students who earn most of the online homework points (Figure 1, right graph). The Pearson correlation coefficient drops from 0.405 when comparing all students to 0.205 when comparing only students who solved at least 90% of the online problems. Put another way, if a student does poorly on the online homework, he or she will likely perform poorly on the examinations. However, if a student does really well on the online homework, one cannot predict how well that student will perform on the examinations.

Figure 1. Connect percentage versus examination percentage. The left graph is all the students, and the right graph is those students who earned 90% or more of the online homework points. The correlation coefficient for the left graph is 0.450 and for the right graph is 0.205.

Next, we wanted to determine whether this was a general trend or something specific to the Connect package we are currently using. In previous years, we used the OWL homework software. Because we used it for a longer period of time, we have more data. As can be seen in Table 1, the general trend is the same as seen with Connect. The higher the percentage of points earned for the online homework, the higher the examination average or median; however, the same high standard deviation is obtained. Plotting these data, as shown in Figure 2, shows that students who perform poorly on the online homework perform poorly on the examinations, but once again, there is no correlation between completing 90% of the OWL homework and performing well on the examinations.

Figure 2. OWL percentage versus examination percentage. The left graph is all the students, and the right graph is those students who earned 90% or more of the online homework points. The correlation coefficient for the left graph is 0.443 and for the right graph is 0.115.

One could readily argue that the lack of correlation between online homework performance and examination performance is due to the fact that the problems given on the examinations are substantially different than the ones given online. We believe this is not true. As discussed previously, the problems given on the examinations are standard organic chemistry questions, and most of the examination problems are very similar to the homework problems. As an aid to the students to help them study, they are told at the beginning of each course that examination problems are very similar to the online homework problems. Furthermore, the scores reported were obtained from multiple classes taught by educators with different teaching styles.

To further explore the possibility that there is a disconnection between our examination questions and the online questions, we compared the online homework scores with the percentage of questions answered correctly on the ACS standardized examination (Table 1 and Figure 3). The same trend as discussed earlier was found with these standardized examinations—there is no relationship between doing well on the online homework, using either Connect or OWL, and how a student will perform on the ACS examination. (Because not all classes gave the ACS examination, we have fewer data points.)

Figure 3. Online homework percentage versus ACS standardized exam percentage. The left graph is for Connect, and the right-hand graph is for OWL. The correlation coefficient for the left graph is 0.337 and for the right graph is 0.402.

Table 1. Examination Average versus Online Homework Data

## Discussion

Because the graphs and the correlation coefficients are so similar, to expedite the discussion of the data, in Figure 4, we have combined the Connect (Figure 1) and OWL (Figure 2) data and have arbitrarily divided the graph into four quadrants of equal size. The students in Quadrant 2 (Q2) are generally well motivated, well prepared, and most likely would excel in organic chemistry independently of the style of homework. Notice that there are virtually no students in Quadrant 4 (Q4), namely, those students who do poorly on the online homework, but do well on the examinations.

Figure 4. Homework percentage versus examination percentage. The data shown in Figure 1 and in Figure 2 have been combined, and the graph has been divided into four quadrants of equal size.

The students in Quadrant 3 (Q3) are the “nonparticipants”. They do not complete the homework assignments and apparently do not study for examinations. This group is the main reason why the examination average or median for those who do online homework is higher than the examination average or median for the class as a whole.

The final group of students lies in Quadrant 1 (Q1). They score well on the homework assignments but perform poorly on the examinations. As seen with the entire population of students, there is no correlation between percentage of examination scores and percentage of online homework completed (Pearson correlation coefficient = 0.224). These students, who comprise approximately 40% of the class, would benefit the most from a well-crafted homework system. Most educators likely would agree that teaching students on a one-on-one basis is ideal. Current online homework programs provide this service conveniently because students can work a problem multiple times with constant feedback. So why are there so many students in Q1?

Because of the nature of the material in organic chemistry, the algorithmic variations for a problem are much more limited than for general chemistry problems. Thus, an unmotivated student may just randomly click responses until the correct answer is obtained. If one considers that the solution for many problems requires using a template to draw structures or to provide mechanistic arrows, the likelihood that students randomly provide correct answers is diminished. Another possibility, of course, is that a classmate simply provides the answers. In other words, these students are apathetic; they do not care about learning the material, only in obtaining the points.

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