Author: Lysle C. Mason
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
Book Description
A Study of the Influence of Compulsory Homework on the Achievement of College Students in College Algebra
Author: Lysle C. Mason
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
Book Description
A Study of the Effects of Compulsory Homework Versus Optional Homework on Achievement in a Community College Intermediate Algebra Course
Author: Kay Sloan Matkins
Publisher:
ISBN:
Category :
Languages : en
Pages : 418
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 418
Book Description
Dissertation Abstracts
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1170
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1170
Book Description
Compilation of Research on College Mathematics Education
Author: Marilyn N. Suydam
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 294
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 294
Book Description
A Study of the Effects of Three Homework Procedures on Achievement in College Algebra
Author: Beverly Corinne Durkee
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 258
Book Description
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 258
Book Description
A Comparative Study of the Effect of Compulsory Homework and Short Quizzes on Student Achievement in an Algebra I Class
Author: Jerry Lee Masingo
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 69
Book Description
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 69
Book Description
Research Studies in Education
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 340
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 340
Book Description
The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students
Author: David Shane Brewer
Publisher:
ISBN:
Category : Distance education
Languages : en
Pages : 416
Book Description
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.
Publisher:
ISBN:
Category : Distance education
Languages : en
Pages : 416
Book Description
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.
Effects of Mandatory Homework on Exam and Quiz Scores in College Algebra Classes
Author: Jay P. Noland
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 106
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 106
Book Description
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1776
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1776
Book Description