A Comparison of Web-Based and Paper-and-Pencil Homework on Student Performance in College Algebra

Autor/inn/en	Hauk, Shandy; Powers, Robert A.; Segalla, Angelo
Titel	A Comparison of Web-Based and Paper-and-Pencil Homework on Student Performance in College Algebra
Quelle	In: PRIMUS, 25 (2015) 1, S.61-79 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2014.906006
Schlagwörter	Mathematics Instruction; College Mathematics; Homework; Algebra; Comparative Analysis; Web Sites; Educational Technology; Technology Uses in Education; Conventional Instruction; Mathematics Achievement; Racial Differences; Ethnic Groups; Gender Differences; Statistical Analysis; Pretests Posttests; Achievement Gains; College Students; College Faculty; Grading; Lecture Method; Scores; Standardized Tests; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Hausaufgabe; Web-Design; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rassenunterschied; Ethnie; Geschlechterkonflikt; Statistische Analyse; Achievement gain; Leistungssteigerung; Collegestudent; Fakultät; Notengebung; Schulnote; Standadised tests; Standardisierter Test
Abstract	College algebra fulfills general education requirements at many colleges in the United States. The study reported here investigated differences in mathematics achievement between undergraduates in college algebra classes using one of two homework methods: "WeBWorK," an open-source system for web-based homework, or traditional paper-and-pencil homework. We assessed learning for 439 students in 19 college algebra classes at a large public university in the United States. Twelve classes used "WeBWorK" and seven had traditional paper-and-pencil homework. Analysis of covariance revealed no significant differences in algebra performance or achievement gain by homework group, ethnicity or gender when statistically controlling for previous mathematics achievement. Results support the conjecture that "WeBWorK" is at least as effective as traditionally graded paper-and-pencil homework for students learning college algebra in moderately sized lecture-based classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10