Online Homework Effectiveness for Underprepared and Repeating College Algebra Students
David Shane Brewer, College of Eastern Utah - San Juan Campus, United States ; Kurt Becker, Utah State University, United States
JCMST Volume 29, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This research compared the effectiveness, in terms of mathematical achievement, of online homework to textbook homework over an entire semester for 145 students enrolled in multiple sections of college algebra at a large community college. A quasi-experimental, posttest design was used to analyze the effect on mathematical achievement, as measured by a final exam. The control group completed their homework using the textbook and the treatment group completed similar homework using an online homework system developed by the textbook publisher. All class sections followed a common syllabus, schedule, and homework list and completed a common, departmental final exam. The results of the research found that while the treatment group generally scored higher on the final exam, no significant difference existed between the mathematical achievement of the control and treatment groups. When students were divided based on incoming math skill level, analysis showed that low-skilled students who used online homework exhibited significantly higher mathematical achievement than low-skilled students who used textbook homework. Exploratory analysis also showed that more students with low incoming skill levels and more repeating students received a passing grade when using online homework than did their higher-skilled, first-time counterparts, although the differences were not significant.
Brewer, D.S. & Becker, K. (2010). Online Homework Effectiveness for Underprepared and Repeating College Algebra Students. Journal of Computers in Mathematics and Science Teaching, 29(4), 353-371. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Sandra Fital-Akelbek & Mahmud Akelbek, Weber State University, United States
Journal of Computers in Mathematics and Science Teaching Vol. 37, No. 2 (April 2018) pp. 93–109
Sandra Fital-Akelbek, Weber State University, United States
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1177–1182
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.