The scientific process is the primary approach for acquiring and examining biological information. The primary feature of the scientific process is reproducibility (Devezer et al., 2019). One must design a replicable, falsifiable experiment to determine the relationship between the completion of assigned homework and final course grades. To achieve that, one must manipulate the independent variable, or the number of assignments completed, to investigate its effect on the dependent variable or the final course grade. Then, it would be necessary to establish a negative or a positive correlation. Considering these propositions, one can hypothesize that the most responsible students will get higher marks at the end of the course. In contrast, the students with low effort will receive unsatisfactory grades and likely fail the course.
The research to qualify the hypothesis could be done in an experimental and control group study. One group of students will not submit homework, while the other will complete every assignment. The test will last for two consecutive weeks. Moreover, course instructors will be ignorant of the study. If the hypothesis is true, the grade of students who do the homework is expected to increase, while the grade of students in the other group is anticipated to decrease. It is necessary to address possible bias in this research. Understanding bias enables individuals to assess the scientific literature and avoid inadequate or perhaps hazardous solutions critically and independently (Kappes et al., 2020).
The central hypothesis is that poor students get worse marks, whereas responsible students get high grades. The final course grade is determined by the consistent submission of assigned homework and students’ work and dedication to solving their difficulties. Although correlation does not imply causation, the direct causal relationship between homework completion and a final grade is utterly obvious. Regardless, if the hypothesis is proven true, the students who wish to improve their grades should be advised to complete homework accurately and consistently.
Devezer, B., Nardin, L. G., Baumgaertner, B., & Buzbas, E. O. (2019). Scientific discovery in a model-centric framework: Reproducibility, innovation, and epistemic diversity. PloS one, 14(5), e0216125.
Kappes, A., Harvey, A. H., Lohrenz, T., Montague, P. R., & Sharot, T. (2020). Confirmation bias in the utilization of others’ opinion strength. Nature neuroscience, 23(1), 130-137.