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A quantitative and qualitative analysis of the effectiveness of online homework in first-semester calculus
Article

, University of North Dakota, United States

JCMST Volume 26, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

An online homework system created for use by beginning calculus students is described. This system was designed with the specific goal of supporting student engagement outside of class by replicating the attempt-feedback-reattempt sequence of events which often occurs in a teacher's presence. Evidence is presented which indicates that this goal was realized, resulting in an improvement in overall student performance. Furthermore, student survey responses indicate that a high level of satisfaction with the system was present within the class, and in particular with regards to the online homework's usefulness in helping students understand first-semester calculus concepts. The online assignments were created with general course management software which was already being used campus-wide, and therefore no additional hardware or software resources were required.

Citation

Zerr, R. (2007). A quantitative and qualitative analysis of the effectiveness of online homework in first-semester calculus. Journal of Computers in Mathematics and Science Teaching, 26(1), 55-73. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from .

Keywords

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References

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Cited By

  1. Assessing the Effectiveness of Web-Based Tutorials Using Pre- and Post-Test Measurements

    Retta Guy & Millicent Lownes-Jackson, Tennessee State University, United States

    Interdisciplinary Journal of E-Learning and Learning Objects Vol. 8, No. 1 (Jan 01, 2012) pp. 15–38

  2. Computer Assisted Learning in Undergraduate Precalculus at the University of Massachusetts at Amherst: A comparison of test results five years prior to and three after the introduction of a web-based online homewor

    Brian Emond, University of Massachusetts, United States

    EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 1665–1673

  3. Web-based Homework in University Algebra Courses: Student Perceptions of Learning and Motivation to Learn

    Cindy York, Purdue University, United States; Angie Hodge, North Dakota State University, United States; Jennifer Richardson, Purdue University, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4618–4624

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