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

Hauk, Shandy; Powers, Robert A.; Segalla, Angelo

doi:10.1080/10511970.2014.906006

Cited by 28 publications

(22 citation statements)

References 24 publications

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“…These other changing factors present difficulty in evaluating the effect of the change in assignment submission method only. The results of this study are similar to those of previous studies showing that WeBWorK does not have a significant positive or negative impact on grades [7]. The submission rates of assignments were also recorded.…”

Section: Student Performance and Perspectivesupporting

confidence: 89%

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WeBWorK as an open online homework system in a second-year material and energy balances course

Lee¹,

Verrett²

2018

PCEEA

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–Many studies have shown the advantages of dynamic homework tools for student learning. Material and energy balances is a common foundational course in chemical engineering and related disciplines. There are a number of open educational resources that have been developed around material and energy balances such as screencasts, interactive simulations and conceptual multiple choice tests. In order to build upon these resources, we sought to create online homework assignments on an easily accessible platform, with instant feedback and dynamic questions with individual numbers and unique solutions. We selected WeBWorK as a tool for this due to its common use, open and editable nature and the ease to which problems can be shared between authors through the Open Problem Library system built into the software. WeBWorK problem sets were easy to use for students and well received. The switch from pencil and paper to WeBWorK showed no significant effect on student grades or participation in homework assignments. On the Instructors’ side, WeBWorK saved time overall by reducing grading significantly. This allowed greater time for student interaction with instructors. However certain problem types, notably creating diagrams or explaining problem solving methodology could not be accomplished with WeBWorK. A hybrid of pencil and paper homework as well as WeBWorK is recommended for material and energy balances due to the course material and objectives

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Section: Student Performance and Perspectivesupporting

confidence: 89%

“…Advantages noted in literature with these online homework platforms include faster feedback to student, positive student perceptions and reduced time for assignment marking [5], [6]. Studies have also shown no significant gains or losses in student performance when switching from pencil and paper homework assignments to WeBWorK [7].…”

Section: Online Homeworkmentioning

confidence: 99%

WeBWorK as an open online homework system in a second-year material and energy balances course

Lee¹,

Verrett²

2018

PCEEA

View full text Add to dashboard Cite

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“…However, despite Hirsch and Weibel's study mentioned above, studies have struggled to identify significant gains for students' grades. Thus, Hauk and Segalla [4] and Hauk et al, [5] studying the use of WeBWorK in a college algebra course, found no significant difference between students who used this form of CAA and those who used traditional paper-and-pencil homework. Similarly, Havola [6,p.32-33], studying the use of the CAA system STACK in five different mathematics courses, reported that there was no noticeable difference between the performances of students using STACK and those using traditional exercises.…”

Section: Introductionmentioning

confidence: 99%

Does computer-aided formative assessment improve learning outcomes?

Hannah

James

Williams

2013

International Journal of Mathematical Education in Science and

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Two first-year engineering mathematics courses used computer-aided assessment (CAA) to provide students with opportunities for formative assessment via a series of weekly quizzes. Most students used the assessment until they achieved very high (>90%) quiz scores. Although there is a positive correlation between these quiz marks and the final exam marks, spending time on the CAA component of the course was negatively correlated with final exam performance. Students across the ability spectrum reduced their time commitment to CAA in their second semester, with weaker students achieving lower quiz totals, but with more able students' quiz marks hardly affected. Despite this lower quiz performance, the weaker students still improved their final exam marks in the second semester.

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“…The study of Hauk et al (2015) revealed no significant differences in College Algebra achievement gain by homework group, when statistically controlling for previous mathematics achievement. Results support the conjecture that web-based homework is at least as effective as traditionally graded paper-and-pencil homework for understudies learning College Algebra in tolerably estimated address-based classes.…”

Section: Students' Performance In College Algebramentioning

confidence: 84%

The Use of Mathcad in the Achievement of Education Students in Teaching College Algebra in a University

Etcuban

Campanilla

Horteza

2019

Int Elect J Math Ed

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The utilization of mathematical software offers numerous points of interest to students, which are fundamentals in the teaching-learning process in the four corners of the classroom. The study determined the effects of Mathcad as an instructional and a computational tool in teaching College Algebra to the Education students in the University of Cebu, Philippines. The study utilized a quasi-experimental using a pretest and posttest design method to 58 Education students. They are grouped by means of their final grades in high school mathematics. The study used standardized instruments such as Aiken and Dreger Revised College Algebra Attitude Scale, and Test in College Algebra by John Tobey and Jeffrey Slater. The gathered data were statistically treated using frequency, simple percentage, weighted mean, and z-test. The study revealed that the attitude towards College Algebra does not significantly affect the post-test scores of understudies in the control and test gatherings. It is inferred that instructing with the guide of media innovation isn't constantly feasible in upgrading understudies' learning in Mathematics. The researchers recommend that faculty handling mathematics should incorporate the use of mathematical software such as Mathcad in their course syllabi and the actual teaching practice.

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

Cited by 28 publications

References 24 publications

WeBWorK as an open online homework system in a second-year material and energy balances course

WeBWorK as an open online homework system in a second-year material and energy balances course

Does computer-aided formative assessment improve learning outcomes?

The Use of Mathcad in the Achievement of Education Students in Teaching College Algebra in a University

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