This research study employed both quantitative and qualitative
methodology to explore high school students’ perceptions about online math
homework and paper math homework. The purpose of this study was threefold:
to understand how high school students perceive online math homework, to
determine what aspects of online math homework aid and/or hinder student
learning, and to improve the student learning experience with online math
homework. Through quantitative analysis, the researcher noted that although not
all students learned best with online math homework, nearly every student used
the online tools provided when assigned online math homework. Through
qualitative analysis, the researcher noted that the most commonly mentioned aid
for both online math homework and paper math homework was showing your work. The two most commonly mentioned hindrances to learning were guessing
or cheating with online math homework and losing your homework with paper
math homework. Participants stated that they actually have more opportunities to
cheat with online math homework than with paper math homework; these results
diverge from the literature, which states that online math homework helps to
eliminate cheating. The data suggests that while online resources, such as
examples, were a commonly mentioned aid to online math homework, many
students indicated that the online resources also prevented them from truly
having to think, as they could just follow the online examples step by step.
This research study determined that the majority of students did not have
a strong inherent like or dislike toward either online or paper math homework.
Instead, students often stated that they preferred whichever medium allowed
them to earn higher grades or receive more support. Therefore, if students
continue to receive the necessary support, they can continue to learn
mathematical concepts through the use of both online and paper math
homework. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_39762 |
| Contributors | Gutierrez, Gisselle (author), Weber, Roberta K. (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Curriculum, Culture, and Educational Inquiry |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 210 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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