Book Description

The purpose of the study was to provide information on the assessment of student learning, time spent on homework, and student attitudes toward the subject matter when taught a risk management unit using two different types of homework assignments. The two types of homework assignments studied were Internet homework activities and traditional homework activities. An experimental design with a posttest-only control group was selected to test the major hypotheses. A posttest was developed for the risk management unit. At the conclusion of the experiment, the students also were given a subject matter attitude scale that was a modified form of the "Attitude Toward any School Subject" instrument. Analysis of data showed no statistical significance on unit examination scores between the two homework methods, no statistical significance on student perception of risk management between the two homework methods, and no statistical significant relationship between unit examination scores and ownership of a computer as well as knowledge of Internet applications. However, a significant difference was found in time spent on homework and the two homework methods. In addition, a significant relationship was found between unit examination scores and prior knowledge of risk management. Conclusions were: (a) Internet homework activities and traditional homework activities are both effective in reinforcing subject matter. (b) Internet homework activities and traditional homework activities require different amounts of time for completion. (c) Student perception about risk management subject matter is not affected by the homework method. (d) Students who have prior knowledge of the subject matter appear to have higher subject matter examination scores. (e) Students who own a computer do not perform better on subject matter examination scores when compared to students who do not own a computer. (f) There is no improvement in subject matter examination scores if a student has prior knowledge of Internet applications.