The research of the benefits of online homework in achieving learning objectives has provided mixed results. In this paper, we present an empirical explanation of the mixed results showing in the literature. Specifically, the online homework is affected by the perceived competence of the student in the subject matter and in the perceived usefulness of the homework. Accounting for those variables provides an explanation of the mixed results. A Principal Components analysis on the survey results indicated strong internal consistency for both perceived usefulness and perceived competence. The data is overlapped with system generated data. The paper questions four hypothesis, specifically A) Perceived usefulness of system improves performance, B) Perceived competence improves performance, C) immediate automated feedback improves perceived usefulness of system, and D) immediate automated feedback improves perceived competence.