Online Homework in Engineering Mathematics: Can We Narrow the Performance Gap? (original) (raw)
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Multi-Factorial Patterns of Online Homework Usage in Engineering: A Pilot Study
Proceedings of the Canadian Engineering Education Association (CEEA)
WeBWorK online homework usage data for a second-year, 130-student mechanical engineering course was analyzed using latent profile analysis (LPA) to identify student usage patterns and their relation to tests/exams grades. Ten WeBWorK usage variables were used by LPA to identify three distinct student sub-groups having particular usage patterns. The resulting three sub-groups were found to have statistically significant differences in tests/exam grades. Lower grades corresponded to fewer WeBWorK sessions and questions attempted, with a higher number of attempts and questions attempted per session; lower grades also corresponded to lower collaboration metrics and later first submissions of correct answers. These results might be used by instructors to inform and encourage online homework usage practices that are related to higher grades.
The Effect of Online Homework (IXL) on Students' Mathematics Achievement
Asian Journal of Education and Training
We examined the potential different effectiveness of an online homework system (IXL) and the traditional paper-and-pencil homework. A study involving 98 participants was conducted in a middle school (grade 8). We compared the post-test results from the online homework group with the traditional homework group. Both homework assignment effect (class-level) and homework completion effect (student-level) proposed by Trautwein (2007) were investigated. No significant difference was found among the students who were assigned different types of homework (class-level). We conclude that IXL is as effective as the traditional homework on students' learning. Meanwhile, not surprisingly, we revealed that students who complete the homework outperformed the students who did not (student-level). We suggest that teachers give students an option to do online or traditional homework based on their preference, as long as they complete the homework.
The Impact of Web-Based Materials on Student Learning and Course Delivery in Engineering Mathematics
2007
The use of web-based resources to support mathematics in undergraduate courses is becoming a popular method of providing learning support. Increasingly, students entering higher education ha ve an expectation that electronic materials will be avail able to them in a format that allows them to access these materials via the internet. This is certainly the c ase for mature students who may be managing work-based and domestic commitments alongside their academic studies. It is also true for younger full-time students who have grown up with the convenience offered by the internet. Our motivation for pursuing a web-based approach to learning support lies in the impact this approach c an have on student learning. Reflective modes of study are encouraged by the interaction of computer based assessment, instant feedback and the availability o f well structured response mechanisms of which web-based learning resources may form a part. This in turn encourages student engagement with course ma...
2012
Several studies strongly support the relationship between mathematics performance and retention of engineering students. There is also substantial evidence that nationally almost half of college freshmen could benefit from some mathematics remediation. The purpose of this study was to determine if the use of WeBWorK as an instructional technology enhanced the mathematics skills of students enrolled in introductory engineering and engineering technology courses. Differences in mathematics performance of three intact groups were investigated with predicted freshman year grade point average as the covariate. Results suggest that WeBWorK helped eliminate the gap in incoming academic preparation between engineering and engineering technology users. Feedback from students indicates that WeBWorK is a valuable tool for refreshing basic mathematics skills and enhancing mathematics self-confidence.
Longitudinal Study of Online Statics Homework as a Method to Improve Learning
Journal of Stem Education Innovations and Research, 2013
Background-Score improvements and retention are important metrics in studying the efficacy of any learning intervention. Research studies have shown a positive correlation between time spent completing online homework assignments and student performance on final exams. Yet these studies are not only rare in the field of engineering; they are generally not longitudinal in nature. Method-This study design was threefold. Firstly, it employed a quasi-experimental study using an online homework system, Master-ingEngineering, in the statics course. Students were compared in two statics courses. In one course, students submitted written homework, and in the other course students worked and submitted homework problems online. Students received the same final exam, making direct comparisons feasible. Secondly, data were gathered from a traditional Mechanics of Material course where no online homework system was employed. Again, the same final exam was given for direct comparison. Thirdly, a concept analysis was run using Concept Assessment Tool for Statics (Steif, 2010). Results-Students who used the online system showed an improvement of 0.7 (± 0.2) in effect size on the final exam when compared to written homework. Students who used the online system scored 79 percent (SD= 8 percent; N= 69) on average on the final exam. In comparison, students prepared via written homework scored 70 percent (SD= 16 percent; N= 64) on average on the same final exam. These results held for the subsequent mechanics course where students previously prepared via online statics homework scored 79 percent (SD= 8 percent; N= 66), and students prepared via written homework scored 63 percent (SD= 18 percent; N= 79) on the same final. Furthermore, an independent instructor taught the mechanics course from the statics course, removing potential bias. Results were statistically significant. Independent of the historical analysis, another analysis was run on students in the online homework statics course. Students were given pre / post tests to measure understanding on nine concepts, with friction being the only topic yielding an inadequate learning gain (difficulty change of friction 0.04 ±0.28). In conclusion, the online homework intervention showed an improvement of 0.7 effect size when all other elements in the course remained unchanged.
Computer Applications in Engineering Education, 2018
This research presents the results of the teaching innovation Dynamic Online Assessment System in Mathematics, which is implemented in higher education to promote self‐study by students outside the classroom. The WIRIS calculator was integrated into the Moodle platform to create questions with random elements, for example, students had access to different variants of the same question. The effect of the type of feedback (immediate or deferred) on the work of the students on the platform, measured by means of participation, time spent, and grades obtained, was evaluated. We used a quasi‐experimental methodology for a population of 5,507 students, distributed in 229 courses on four campuses that learn Mathematics I in engineering programs. Immediate feedback exhibits better work of students on the platform, but this work is not necessarily more efficient in comparison with the work performed by students using assessments online assessment with deferred feedback.
Online Mathematics Homework Increases Student Achievement
AERA Open, 2016
In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework tool with teacher training could increase learning. The online tool ASSISTments (a) provides timely feedback and hints to students as they do homework and (b) gives teachers timely, organized information about students’ work. To test this prediction, we analyzed data from 43 schools that participated in a random assignment experiment in Maine, a state that provides every seventh-grade student with a laptop to take home. Results showed that the intervention significantly increased student scores on an end-of-the-year standardized mathematics assessment as compared with a control group that continued with existing homework practices. Students wi...
Student Perceptions of Online Homework in Mathematics of Accounting and Finance
Advanced Science Lettters, 2017
Online homework, as an alternative to the traditional paper-pencil type, opens up many possibilities that can help students learn even when outside the school. It is an innovative system that offers many advantages, both for teachers and students. Thus, exploring its potentials and impact in different educational regime is in order. Accordingly, this paper presents the results of a study that investigated the use of online homework given through a free access system, MyOpenMath, which is optimized for mathematics subjects. A set of homework, structured to emulate immediate attempt-feedback-reattempt process, were developed and administered to Mathematics of Accounting and Finance students through the above-mentioned platform. A survey on 142 students determined their perceptions on the use of MyOpenMath, and an interview with selected respondents explained the outcome of the survey. Results indicated that regardless of gender, type of high school, mathematical performance, and computer attitude, students had a greatly positive perception towards online homework given through MyOpenMath. It appears that students appreciated the features of the said system, which motivated them and increased their confidence in answering homework. Students reported that taking online homework was a pleasant experience and that it helped them prepare for examinations.