The effects of differentiated homework on student performance, interest, and diligence in a high school biology course

Abstract

The use of differentiated homework structures and vodcasts were investigated to determine if they improved student interest, diligence, and understanding of high school biology content and concepts. The project results support the notion that the use of vodcasts increase student interest and provide a useful alternative homework tool. The results do not support the use of a differentiated homework structure for the acquisition of biology content or mastery of concepts.