Dodd, DoyleJay, Joshua2022-05-092022-05-092022-05https://hdl.handle.net/11244/335636The dual-submission homework method (DSHM) has become an increasingly popular form of self-assessment in recent years due to its low-stress engagement for students and the reduction of workload on instructors and students alike. However, to date, qualitative studies have been the primary form of investigation to ascertain the effectiveness of the DSHM. The purpose of this study is to investigate, with quantitative data, whether the dual-submission homework method leads to an increase in learning comprehension and retention of the material by the participants involved. Data collected from 59 students enrolled in a sophomore-level Digital Design course for Electrical Engineering majors was the focal point of this study. The single-submission homework method (SSHM) resembles the structure traditionally used in classes. Students are assigned homework, to be submitted once, that will be graded based on accuracy and completion. The DSHM assignment, however, features two distinct portions. Students will complete their initial submission, which is graded based on effort and completion. The solution key for a DSHM assignment is released by the instructor after the initial submission. The students must then submit a corrected version of their initial assignment for the second portion of their homework grade. This corrected submission is then graded on effort, completion, and accuracy as well. Subsequent exams included questions that closely resembled those from the SSHM and DSHM assignments, respectively. Performance measures for this study included grades on homework assignments and exams that were used to accurately measure the results of the DSHM compared to the SSHM. Measured by performance on the aforementioned criteria, ANOVA analysis demonstrated that student performance on DSHM exam-based questions was substantially greater than SSHM exam-based questions. As seen in previous self-assessment studies, feedback from participants and the course instructor indicated significant qualitative advantages to the DSHM; desire for implementation in future courses and the reduction of workload and anxiety about grades for instance. In essence, this study has provided the necessary quantitative and qualitative evidence to indicate, at the very least, that the Dual-Submission Homework Method is not a novelty concept and should be given serious consideration in implementation to the same degree as the traditional single-submission homework method. Keywords Dual-submission, single-submission, homework, self-assessment, comprehensionEducation, General.Education, Higher.Education, Teacher Training.