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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 6 of 6 (0.05 seconds)| 1 |
A Statistical Analysis of Online Homework Systems: Homework Completion vs. Student KnowledgeLampard, Ayla Brianne 27 May 2015 (has links)
No description available.
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The Effects of Online Homework on Achievement and Self-efficacy of College Algebra StudentsBrewer, David Shane 01 May 2009 (has links)
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.
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The Impact Online, Standards-based Homework Assignments have on Student Homework Completion and Academic Self-Reflection in a High School Science ClassroomEvans, James Caleb 28 July 2022 (has links)
No description available.
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Allowing Students to Have VOICES (Voluntary Options in Chemical Education Schedules) in General Chemistry IFord, Robyn Lynn 12 1900 (has links)
The purpose of this investigation (a quasi-experimental design called a non-equivalent design group (NEDG)) was to determine if allowing students in a science majors general Chemistry I course the choice in establishing the due dates that their homework was due to the instructor would improve course averages. This study covered two semesters with a total of 288 students participating with n = 158 in the fall and n = 130 in the spring. The students self-selected the homework group, VOICES, that best fit his/her needs which included (1) the instructor's homework schedule, (2) a student-customized schedule or a schedule that followed the exam schedule, or (3) all homework due by the last class day prior to the final exam. Online homework was assigned and graded with individual assignment and homework average grades collected and analyzed. No statistically significant differences were found among the VOICES groups with respect to final course average. Other results of this study replicated findings in the literature; namely, that there is a higher correlation between mathematics skills and course success. Course averages of students who had completed Calculus I or higher were statistically significantly higher than students with less completed mathematics coursework in all VOICES groups. Also, the percentage of successful students in the on-sequence semester (fall) was higher than the percentage of students in the off-sequence semester (spring). No differences were seen in any VOICES group's student demographics or high school chemistry preparation.
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Creating and Utilizing Online Assignments in a Calculus ClassJungic, Veselin, Kent, Deborah, Menz, Petra 17 April 2012 (has links) (PDF)
The aims of this paper are to present some of the findings about the creation and utilization of online assignments and choice of support software for several calculus classes at Simon Fraser University (SFU) by considering the needs and perspectives of the instructors, students, and administrators. The term online assignment is used for a set of problems that are posted, submitted, graded, and recorded
electronically through a course learning management system (LMS) of choice. The purpose of this note is to contribute to the discussion about a common question detected among research papers on the
theme of online assignments; how can technology be used in teaching so that students benefit the most? Questions are provided to guide an instructor in choosing online assignment problems, and a list of necessary skills is supplied for an instructor to be able to deal effectively with this pedagogical tool.
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Creating and Utilizing Online Assignments in a Calculus ClassJungic, Veselin, Kent, Deborah, Menz, Petra 17 April 2012 (has links)
The aims of this paper are to present some of the findings about the creation and utilization of online assignments and choice of support software for several calculus classes at Simon Fraser University (SFU) by considering the needs and perspectives of the instructors, students, and administrators. The term online assignment is used for a set of problems that are posted, submitted, graded, and recorded
electronically through a course learning management system (LMS) of choice. The purpose of this note is to contribute to the discussion about a common question detected among research papers on the
theme of online assignments; how can technology be used in teaching so that students benefit the most? Questions are provided to guide an instructor in choosing online assignment problems, and a list of necessary skills is supplied for an instructor to be able to deal effectively with this pedagogical tool.
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