Electronic Proceedings of the Twenty-seventh Annual International Conference on Technology in Collegiate Mathematics

Las Vegas, Nevada, March 12-15, 2015

Paper A005

This is an electronic reprint, reproduced by permission of Pearson Education Inc. Originally appeared in the Proceedings of the Twenty-seventh Annual International Conference on Technology in Collegiate Mathematics, Copyright (C) 2016 by Pearson Education, Inc.


Effects of Online Homework in Face-to-Face Developmental Mathematics Courses

Amy Barnsley


Department of Mathematics and Computer Science
Northern Michigan University

Click to access this paper: paper.pdf

ABSTRACT

An investigation of the effects of online homework on the achievement of developmental mathematics students in face-to-face classes used a matched pair experimental design. Student and instructor opinions were explored with an opinion survey. Special analysis was done on data from Alaska Native and non-traditional students. A total of 423 students, six instructors and four levels of developmental mathematics were involved in the study. Findings suggested it is possible to expect similar or slightly higher achievement results with online homework. Varied opinions indicate the need for students have a choice of homework type.

Keyword(s): developmental mathematics, Internet