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

, U. of Northern Colorado, United States ; , California State University, Long Beach, United States

JCMST Volume 24, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

Citation

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.

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