Contributed data reflective of students' compliance in doing electronic homework (e-HW) exercises when asked to choose when required e-HW assignments are due are evaluated using a quasi-experimental format with non-equivalent groups to determine if first-semester general chemistry (Chem I) students (N = 273) will academically benefit from improved e-HW completion rates. The three groups studied are categorized under their VOICES (Voluntary Options in Chemical Education Schedules). Evaluated for each VOICES group are (1) results of students' procedural arithmetic ability without the use of a calculating device as determined by their scores on the MUST (Math-Up Skills Test) and (2) outcomes of e-HW due-date compliance and achievement compared to final course averages. Students who entered with below average MUST scores were the least successful course completers (increased percentage of D/F grades) as compared to those in the average or above average MUST score ranges. Students who followed the instructor's predetermined schedule (VOICES 1) outperformed the other groups of students who chose due dates based on personal preferences. A higher percentage of VOICES 1 achieved e-HW mastery level of 89.5% than VOICES 2 (individual choice of e-HW due dates) and VOICES 3 (e-HW due at end of semester). Students who selected their own e-HW due dates entered with less automaticity ability and completed the course with lower averages, but without statistical difference. Students regardless of the VOICES group who completed at least 69.5% of their e-HW showed greater course success (i.e., grades of A, B, or C) than those who did not.