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Student perceptions of the web-based homework program WeBWorK in moderate enrollment college algebra classes

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Hauk, S. & Segalla, A. (2005). Student perceptions of the web-based homework program WeBWorK in moderate enrollment college algebra classes. Journal of Computers in Mathematics and Science Teaching, 24(3), 229-253. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/5931.

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Journal Information

Journal of Computers in Mathematics and Science Teaching
ISSN 0731-9258
Volume 24, Issue 3, July 2005
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JCMST

Authors

Shandy Hauk, U. of Northern Colorado, United States; Angelo Segalla, California State University, Long Beach, United States

Abstract

Twelve of 19 college algebra classes used WeBWorK and 7 used traditional paper and pencil homework (PPH). Given the earlier quantitative result that no significant difference in performance between WeBWorK and PPH classes was found ([authors]), a qualitative analysis of 358 student and instructor surveys revealed three primary categories of student perceptions related to WeBWorK: views about its usefulness, intentionality in engaging with mathematics, and challenges to student beliefs about mathematics. Student and instructor comments are reported within the context of self-regulated learning. Results support the conjecture that even a narrow use of WeBWorK as a substitute for handwritten homework is at least as effective as traditionally graded paper and pencil homework for students learning college algebra.

Keywords

• Mathematics
• Instructional Design

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