Jacobson, E. (2006). Computer homework
effectiveness in developmental mathematics. Journal of Developmental
Education,29(3), 2-4,6,8. Retrieved from http://search.proquest.com/docview/228489230?accountid=26354
Summary
This study aimed to determine the
effect that web-based homework programs have on both the academic achievement
and attitudes of students in a developmental math course. This study was
conducted in a mid-size 4-year public university in the western part of the
United States. In the study, pre-algebra students who used the computer
support program to complete homework assignments were matched against students
with the same instructors who completed non-computer homework from the text
book. Exam scores from the two groups were compared to determine the
effect that the web-based homework had on students' learning.
Furthermore, students were polled to determine their attitude toward the
helpfulness of the program, in order to determine similarities or differences
between perceived and actual effectiveness of the program.
Four
instructors, each teaching two sections of the course, participated in the experiment. For each instructor, one section of the
course was randomly selected to utilize the web-based homework program and the
other section was the control. All
sections met on Monday, Wednesday, and Friday around the same time of day. All sections used the same textbook and
syllabus, learned the same topics, and took identical exams (graded using the
same rubric) on the same day. Two of the
instructors assigned the homework, but did not grade it (assigning scores based
on the presence or absence of homework submissions). On the other hand, the other two instructors
assigned and graded the assignments. There
were a total of 134 students in the control sections and 142 students in the
experimental sections.
The experiment was conducted for 25%
of the semester, between the first and second exams. Students in the experimental group had the
opportunity to meet with tutors in the week prior to using the web-based
homework program for training on how to use the system. This training continued for two additional
weeks once the experiment began. After
the second exam, students were no longer required to complete homework using
the web-based system, although it remained an option. It was reported that some students continued
to use it.
Across the four experimental
sections, a total of 71 responses were submitted to the poll conducted
regarding opinions of the web-based program.
The mean percentage of homework problems completed by students in the
experimental sections combined was 71%.
Surprisingly, the tutorial aspects of the program were not utilized
often. For example, an average of 25% of
students used the step-by-step solution view and redo options. Furthermore, 49 of the 71 respondents said
they never used the video tutorial options. On the student opinion scale,
students were definitely positive about their experiences utilizing the
program, with the exception of the video tutorial option. Half of those who rated the video component
gave it the lowest possible rating (on a five-point scale). Those who were dissatisfied with the program
felt very strongly, however. Almost 25%
of respondents strongly disagreed with the helpfulness of the program. Major criticisms of the program stemmed from
frustration with the process of entering solutions using the system’s equation
editor and to the “pickiness” of the system in terms of answers it would
accept. These criticisms were present
even among those students who rated the program highly.
As far as academic achievement,
three of the four the web-based homework sections had lower average exam scores
on the second exam compared to those of the control group. The control sections had higher scores on the
first exam, however, and therefore may have had stronger mathematical abilities
to begin with. After statistical
analyses, the author concluded that there was really no difference in the
control and experimental groups. The
author notes that these results are consistent with those of previous studies
involving computer support for learning.
Interestingly, exam scores were shown to be significantly influenced by
the instructor. So, it seems that
differences in exam scores were a direct result of the instruction received,
versus the platform with which homework assignments were completed.
The author ultimately suggested that
web-based homework systems should be better designed and that the video
components are not necessarily beneficial to the student. On the other hand, this study does not prove
that web-based homework programs cannot improve student achievement. Instructors can, for example, spend time
training students how to use the system and enter answer and integrate the use
of the program in their classroom instruction.
Furthermore, course assessments can be created in a format similar to the
computer problem presentation.
Reflection
I currently use a web-based homework
system in my developmental math courses.
Most students are frustrated with the “pickiness” of the system in terms
of how answers must be entered. Students
have, however, indicated to me that they utilize many of the system’s features
(such as “Solve It”, “Guided Solution”, “Show Example” and “Ask My Instructor”)
and find these features to be helpful. The
downside of these features is that students can begin to rely on these features,
which may have a negative effect while taking in-class quizzes and exams.
I would like to see the study
explained in this article to be extended to cover an entire semester, instead
of 25% of the semester. Over time,
students may become used to using the web-based homework system and may have an
easier time utilizing the system. This
could alleviate some of students’ frustrations and may increase students’
academic achievement. In this study, two
of the instructors actually graded homework assignments, while the two others
assignment grades based on completion. In
addition, I am extremely interesting in seeing a study completed that compares
the academic achievement of students who complete graded homework assignments to
those who are assigned homework grades on a completion-basis only.
As an instructor who is using a
web-based homework system, I can see first-hand the pros and cons of using such
a program, both from an instructor viewpoint and from a student viewpoint. I am currently brainstorming ways to create a
positive experience for students while using the system. First, I believe a class period should be
dedicated to training students on how to use the system, with special attention
placed on entering answers using the mandated equation editor. This instruction should involve an in-class
demo paired with hands-on training. Throughout
the semester, the web-based system can be incorporated into the lessons by
having students work in groups and having them use the web-based program to
answer questions. This, of course, would
depend on if a classroom with computers is available during those lessons.
One other strategy that may improve
students’ attitudes about homework is giving them options for submitting graded
homework assignments. I am considering
giving my students the option to use either the web-based homework program to
complete homework assignments, or to complete assignments using the traditional
pencil-and-paper method. Of course each
format has pros and cons, and students would need to take these into
consideration when deciding how to complete homework. For example, web-based homework gives immediate
feedback and offers other tools to assist in their learning. Furthermore, students have multiple attempts
at each problem they try, which increases their chances of earning exceptional
homework scores. On the other hand, with
the traditional method of completing homework assignments, students will not become
frustrated entering their solutions using an equation editor. While giving students this choice, it will
make the job of the instructor more difficult.
It will, however, increase differentiation and can be of great benefit
to the student. Giving students a choice
often empowers them and can motivate them to be successful.
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