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Effectiveness of an Online Homework System in a Career College Mathematics Class

Author : Lisa Diaz

Publisher :

Page : 86 pages

File Size : 42,81 MB

Release : 2014

Category : Algebra

ISBN :

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Book Description

This study investigated the impact the online homework system MyLabsPlus (MLP) had on student success in Introductory Algebra at a career college. Seventy-four students from five classrooms at the same campus participated in this study. The participants' beginning mathematics skills were assessed upon admission to the college. The results of the pre-assessment, grades and attendance were recorded for five Introductory Algebra classes. These classes were taught by four different instructors. Results demonstrated no statistical difference in final course grades between students using MLP homework and students using textbook homework even when controlling for beginning mathematics skills and attendance. Discussions of why MLP was not more effective and recommendations for further research are included.



The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students

Author : David Shane Brewer

Publisher :

Page : 416 pages

File Size : 16,8 MB

Release : 2009

Category : Distance education

ISBN :

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Book Description

This study compared the effectiveness, in terms of mathematical achievement and mathematics self-efficacy, 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. A pretest-posttest design was used to analyze the effect on mathematics self-efficacy, as measured by the Mathematics Self-efficacy Scale. 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. Classroom observations were also used as a way to establish the similarity between groups. The results of the study 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. Both the control and treatment group did experience significant improvements in their mathematics self-efficacy, but neither group demonstrated more improvement than the other. 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. Based on this study it appears as if online homework is just as effective as textbook homework in helping students learn college algebra and in improving students' mathematics self-efficacy. Online homework may be even more effective for helping the large population of college algebra students who enroll in the course with inadequate prerequisite math skills. Instructors and researchers should consider the possibility that online homework can successfully help certain populations of students develop understanding better than traditional approaches. This study has implications for mathematics instructors and for online homework system developers.



The Impact of an Online Component in a Face-to-face Community College Mathematics Class

Author : Caroline Dawson

Publisher :

Page : 118 pages

File Size : 49,9 MB

Release : 2013

Category : Computer-assisted instruction

ISBN :

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Book Description

A recent trend in the traditional mathematics classroom is the use of online homework systems. Where traditional homework problems are retrieved from a textbook, online homework systems provide problems online and permit students to interact with the system in order to complete homework assignments. Mathematics instructors who use or who wish to use such a system can benefit from knowing the effects of the online homework system. This study sought to determine the impact of an online homework system in a face-to-face college mathematics course. Differences in academic achievement were compared for online homework and textbook homework students. The results indicated no significant differences in academic achievement. Student perceptions of the system were gathered. Students perceived the system to be beneficial and enjoyed using it. Instructor perceptions were also gathered. Instructors perceived the system to be beneficial to students and reported that student achievement had improved in their own courses as a result of using the online homework system.



The Effects of Online Homework on Achievement on College Preparatory Mathematics Classes

Author : Brian Chubon

Publisher :

Page : 37 pages

File Size : 49,67 MB

Release : 2015

Category : Algebra

ISBN :

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Book Description

This study investigated the effects the online homework system MathXLforschools.com (MXL) had on student achievement as measured by exam scores in a high school Algebra 1 course. One hundred eight high school students, ranging from ninth to eleventh grade, from three different Algebra 1 classes, participated in the study. All three classes were taught by the author. The scores on a benchmark and final exam of students who completed homework using the MXL online homework system were compared to the scores of students who completed their homework using their textbook. During the first semester of the 2013-2014 school year all participants of the study completed their homework using only their textbooks. The study then compared the first quarter benchmark scores of participants who completed their homework using the MXL online homework system with their third quarter benchmark scores. In addition, the study compared the semester one final exam scores of the same participants with their semester two final exam scores. The study found that there was no statistical difference in exam scores of students who completed homework using MXL compared to students who completed homework using their textbook.



The Effectiveness of Supplemental Instruction and Online Homework in First-semester Calculus

Author : Bibi Rabia Khan

Publisher :

Page : pages

File Size : 28,69 MB

Release : 2018

Category :

ISBN :

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Book Description

The purpose of this study was to evaluate whether supplemental instruction and online homework can improve student performance and understanding in a first-semester calculus course at a large urban four-year college. The study examined the metacognitive and study skills and posttest scores of students. The study also focused on students' and instructor's perception and experiences of supplemental instruction and online homework using WebAssign. The study used a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) to reveal any significant differences in metacognitive and study strategies between students in a class with supplemental instruction/online homework and students in a traditional class. Students' scores on their final examination were analyzed to reveal the effect of mathematical achievement between the control and experimental groups. Surveys and interviews were utilized to provide anecdotal evidence as to the overall effectiveness of the online homework management system and supplemental instruction.



Learning in a Web-based Homework System

Author : Debra A. Panasuk

Publisher :

Page : 340 pages

File Size : 18,94 MB

Release : 2014

Category : Education, Higher

ISBN :

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Book Description

A considerable number of students enter college under-prepared and are required to enroll in developmental math courses to increase their knowledge and skills. To help these students learn, web-based homework systems offer endless opportunities for students to practice problem solving with immediate feedback and provide numerous opportunities to access help resources. However, research results are mixed and findings do not indicate that completing web-based homework significantly increases performance when compared to completing paper-based homework. For the purpose of understanding these inconsistent findings, this study seeks to explore how developmental math students utilize the help resources to solve problems in a web-based system and what, if any, knowledge and skills have been acquired. The phenomenological study was conducted at a community college and participants were enrolled in a Beginning Algebra class. Participants were observed solving a set of six problems two times. For the first set of problems, participants were able to seek help from the computer program resources provided. Then immediately after completing the first set of problems, a second set of similar problems was solved without the option of using help resources. Observations were recorded with two devices: (1) CamStudio was used to record the participants' screen activity; and (2) a Livescribe Smartpen was used to record the participants' writing as they solved problems. In addition, interviews were conducted approximately two weeks later as a follow-up to the observations. Findings indicate that participants accessed one resource and developed one strategy when solving a problem. They engaged in primarily executive help seeking behaviors for task completion and at times, instrumental help seeking behaviors for conceptual understanding. The findings also demonstrated that successful homework completion did not ensure successful quiz performance and unfamiliarity with the web-based homework system had a negative impact on learning. Moreover, reading was important but not always helpful. The findings suggest that students need training to develop learning strategies while accessing the resources. Moreover, learning should include understanding the material conceptually and not just mimicking the steps in the problem-solving process. Overall, students need more guidance and not less when learning in a web-based environment. --Abstract



Teaching and Learning Mathematics Online

Author : James P. Howard, II

Publisher : CRC Press

Page : 347 pages

File Size : 24,34 MB

Release : 2020-05-10

Category : Mathematics

ISBN : 1351245562

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Book Description

Online education has become a major component of higher education worldwide. In mathematics and statistics courses, there exists a number of challenges that are unique to the teaching and learning of mathematics and statistics in an online environment. These challenges are deeply connected to already existing difficulties related to math anxiety, conceptual understanding of mathematical ideas, communicating mathematically, and the appropriate use of technology. Teaching and Learning Mathematics Online bridges these issues by presenting meaningful and practical solutions for teaching mathematics and statistics online. It focuses on the problems observed by mathematics instructors currently working in the field who strive to hone their craft and share best practices with our professional community. The book provides a set of standard practices, improving the quality of online teaching and the learning of mathematics. Instructors will benefit from learning new techniques and approaches to delivering content. Features Based on the experiences of working educators in the field Assimilates the latest technology developments for interactive distance education Focuses on mathematical education for developing early mathematics courses







The Homework Myth

Author : Alfie Kohn

Publisher : Da Capo Lifelong Books

Page : 268 pages

File Size : 26,74 MB

Release : 2007-04-03

Category : Education

ISBN : 0738211346

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Book Description

Death and taxes come later; what seems inevitable for children is the idea that, after spending the day at school, they must then complete more academic assignments at home. The predictable results: stress and conflict, frustration and exhaustion. Parents respond by reassuring themselves that at least the benefits outweigh the costs. But what if they don't? In The Homework Myth, nationally known educator and parenting expert Alfie Kohn systematically examines the usual defenses of homework--that it promotes higher achievement, "reinforces" learning, and teaches study skills and responsibility. None of these assumptions, he shows, actually passes the test of research, logic, or experience. So why do we continue to administer this modern cod liver oil -- or even demand a larger dose? Kohn's incisive analysis reveals how a mistrust of children, a set of misconceptions about learning, and a misguided focus on competitiveness have all left our kids with less free time and our families with more conflict. Pointing to parents who have fought back -- and schools that have proved educational excellence is possible without homework -- Kohn shows how we can rethink what happens during and after school in order to rescue our families and our children's love of learning.