JCMST Volume 25, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study investigates the effects of web-based assessment and practice on improving middle school students' mathematics learning attitudes. With the use of an experimental design and a combination of quantitative and qualitative methods, the study compared and contrasted the attitude achievement of students, who used the web-based assessment and practice (WP) with students, who used the traditional assessment and practice (TP). Across multivariate and factor analyses and the transcripts of interview notes, results of the study indicate that with the opportunities of drilling and practicing on the computer and receiving instant scores and adapted feedback, students had gained interests in doing mathematics, and formed a perception that they became smarter in problem-solving. However, the attitude improvements were quite different across ethnic and gender groups. Within the WP group, while male students gained more confidence than females, females expressed stronger opinions on the fact that instant scores and feedback helped them overcome difficulties in mathematics problem solving. Though some limitations still exist with written explanations and partial credits, in comparison with the traditional assessment, the web-based assessment and practice tool in this study substantially helps students build motivation and elevates the meaning of learning and doing mathematics with the use web-based technology.
Nguyen, D.M., Hsieh, Y.C. & Allen, G.D. (2006). The Impact of Web-Based Assessment and Practice on Students’ Mathematics Learning Attitudes. Journal of Computers in Mathematics and Science Teaching, 25(3), 251-279. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 20, 2019 from https://www.learntechlib.org/primary/p/6277/.
© 2006 Association for the Advancement of Computing in Education (AACE)
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