The Effect of Online Homework (IXL) on Students' Mathematics Achievement

Autor/inn/en	Liu, Kawai; Wu, Julius
Titel	The Effect of Online Homework (IXL) on Students' Mathematics Achievement
Quelle	In: Asian Journal of Education and Training, 7 (2021) 4, S.244-249 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Liu, Kawai) ORCID (Wu, Julius)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2519-5387
Schlagwörter	Homework; Educational Technology; Technology Uses in Education; Middle School Students; Conventional Instruction; Program Effectiveness; Student Behavior; Grade 8; Algebra; Mathematics Instruction + Suchen Sie Ihr Suchwort? Hausaufgabe; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics lessons; Mathematikunterricht
Abstract	We examined the potential different effectiveness of an online homework system (IXL) and the traditional paper-and-pencil homework. A study involving 98 participants was conducted in a middle school (grade 8). We compared the post-test results from the online homework group with the traditional homework group. Both homework assignment effect (class-level) and homework completion effect (student-level) proposed by Trautwein (2007) were investigated. No significant difference was found among the students who were assigned different types of homework (class-level). We conclude that IXL is as effective as the traditional homework on students' learning. Meanwhile, not surprisingly, we revealed that students who complete the homework outperformed the students who did not (student-level). We suggest that teachers give students an option to do online or traditional homework based on their preference, as long as they complete the homework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01