Online Homework Effectiveness for Underprepared and Repeating College Algebra Students
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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. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/33222.
Journal of Computers in Mathematics and Science Teaching
Volume 29, Issue 4, October 2010
Association for the Advancement of Computing in Education (AACE) Chesapeake, VA
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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.
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