A Study of the Effects of Three Homework Procedures on Achievement in College Algebra PDF Download
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Author: Beverly Corinne Durkee
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 258
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Author: Beverly Corinne Durkee
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 258
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Book Description
Author: Larry Joe Nabors
Publisher:
ISBN:
Category :
Languages : en
Pages : 508
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 886
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Author: Jill Roper
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 194
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Book Description
While homework has been an active research area, clear documentation of the effects of homework on academic achievement using students showing varying levels of academic performance has not been explored. The purpose of this study was to examine the effects of math calculation homework on the math performance of elementary school students demonstrating varying levels of achievement in math. The study also explored the effects of practice homework and a different type of homework, working-practice homework, which incorporated drill ratio procedures on math achievement. Ninety participants, who were all enrolled in the fifth grade at a Mid-Atlantic, suburban school district, completed the study. After completing a pretest, the participants were blocked into one of three achievement groups (top, middle, and lower) based on their pretest scores and randomly assigned either practice or working-practice homework for 6 weeks. The posttest results indicated no statistically significant differences between the two homework types overall or within each level of achievement group. Regardless of homework type assigned, participants on average demonstrated academic progress for the math calculation skills covered in the presence of instruction; however, between the level of achievement groups, the participants appeared to respond differently.
Author: David Shane Brewer
Publisher:
ISBN:
Category : Distance education
Languages : en
Pages : 416
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This study compared the effectiveness, in terms of mathematical achievement and mathematics self-efficacy, of online homework to textbook homework over an entire semester for 145 students enrolled in multiple sections of college algebra at a large community college. A quasi-experimental, posttest design was used to analyze the effect on mathematical achievement, as measured by a final exam. A pretest-posttest design was used to analyze the effect on mathematics self-efficacy, as measured by the Mathematics Self-efficacy Scale. The control group completed their homework using the textbook and the treatment group completed similar homework using an online homework system developed by the textbook publisher. All class sections followed a common syllabus, schedule, and homework list and completed a common, departmental final exam. Classroom observations were also used as a way to establish the similarity between groups. The results of the study found that while the treatment group generally scored higher on the final exam, no significant difference existed between the mathematical achievement of the control and treatment groups. Both the control and treatment group did experience significant improvements in their mathematics self-efficacy, but neither group demonstrated more improvement than the other. When students were divided based on incoming math skill level, analysis showed that low-skilled students who used online homework exhibited significantly higher mathematical achievement than low-skilled students who used textbook homework. Exploratory analysis also showed that more students with low incoming skill levels and more repeating students received a passing grade when using online homework than did their higher-skilled, first-time counterparts, although the differences were not significant. Based on this study it appears as if online homework is just as effective as textbook homework in helping students learn college algebra and in improving students' mathematics self-efficacy. Online homework may be even more effective for helping the large population of college algebra students who enroll in the course with inadequate prerequisite math skills. Instructors and researchers should consider the possibility that online homework can successfully help certain populations of students develop understanding better than traditional approaches. This study has implications for mathematics instructors and for online homework system developers.
Author: Brian Chubon
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 37
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This study investigated the effects the online homework system MathXLforschools.com (MXL) had on student achievement as measured by exam scores in a high school Algebra 1 course. One hundred eight high school students, ranging from ninth to eleventh grade, from three different Algebra 1 classes, participated in the study. All three classes were taught by the author. The scores on a benchmark and final exam of students who completed homework using the MXL online homework system were compared to the scores of students who completed their homework using their textbook. During the first semester of the 2013-2014 school year all participants of the study completed their homework using only their textbooks. The study then compared the first quarter benchmark scores of participants who completed their homework using the MXL online homework system with their third quarter benchmark scores. In addition, the study compared the semester one final exam scores of the same participants with their semester two final exam scores. The study found that there was no statistical difference in exam scores of students who completed homework using MXL compared to students who completed homework using their textbook.
Author: Lysle C. Mason
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
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Author: David William Hansen
Publisher:
ISBN:
Category : Homework
Languages : en
Pages : 224
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Author: Kay Sloan Matkins
Publisher:
ISBN:
Category :
Languages : en
Pages : 418
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Author: Robert Ernest Chiappetta
Publisher:
ISBN:
Category :
Languages : en
Pages : 64
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