The Effects of the Method Used to Integrate Homework and Classwork on Attitudes and Achievement in College Algebra PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effects of the Method Used to Integrate Homework and Classwork on Attitudes and Achievement in College Algebra PDF full book. Access full book title The Effects of the Method Used to Integrate Homework and Classwork on Attitudes and Achievement in College Algebra by Jack C. Slay. Download full books in PDF and EPUB format.
Author: Jack C. Slay
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 114
Get Book Here
Book Description
Author: Jack C. Slay
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 114
Get Book Here
Book Description
Author: Marilyn N. Suydam
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 294
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 576
Get Book Here
Book Description
Author: Mitchell Memorial Library
Publisher:
ISBN:
Category :
Languages : en
Pages : 1184
Get Book Here
Book Description
Author: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1076
Get Book Here
Book Description
Author: Beverly Corinne Durkee
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 258
Get Book Here
Book Description
Author: Xerox University Microfilms
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1000
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Get Book Here
Book Description
Author: Michael J. Mears
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 270
Get Book Here
Book Description
Author: David Shane Brewer
Publisher:
ISBN:
Category : Distance education
Languages : en
Pages : 416
Get Book Here
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.
