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COMPARATIVE STUDY OF THE EFFECTIVENESS OF REGULARLY ASSIGNED, REGULARLY COLLECTED, PROMPTLY CORRECTED, AND PROMPTLY RETURNED HOMEWORK IN COMMUNITY COLLEGE MATHEMATICS CLASSES
Title
A COMPARATIVE STUDY OF THE EFFECTIVENESS OF REGULARLY ASSIGNED, REGULARLY COLLECTED, PROMPTLY CORRECTED, AND PROMPTLY RETURNED HOMEWORK IN COMMUNITY COLLEGE MATHEMATICS CLASSES.
Creator
DYER, PATRICIA WOODWORTH., Florida Atlantic University, Burgess, Ernest E.
Abstract/Description
This study was designed to determine the effects of requiring student completion and submission of homework problem assignments, their correction and return, on a regular basis, on community college student achievement in two mathematics courses. These courses were introductory college algebra (designated Mathematics X) and college algebra (designated Mathematics Y). Additionally, student persistence in the courses was studied. Implications of the study included the following: 1. Requiring...
Show moreThis study was designed to determine the effects of requiring student completion and submission of homework problem assignments, their correction and return, on a regular basis, on community college student achievement in two mathematics courses. These courses were introductory college algebra (designated Mathematics X) and college algebra (designated Mathematics Y). Additionally, student persistence in the courses was studied. Implications of the study included the following: 1. Requiring homework problem assignments to be completed and submitted on a regular basis as a teaching aid is acceptable for the instructor who approves of this practice. For the instructor who does not, any other teaching tool currently in use is equally effective. 2. Proper placement in the mathematics sequence may be the influential factor for persistence. This was indicated by the one statistically significant experimental outcome. Recommendations for further study included the following: 1. Determination of methods to improve instruction in community college mathematics courses. 2. Determination of improved placement techniques for students in community college mathematics courses. 3. Determination of factors which increase persistence. 4. Determination of factors which will reduce the large within-groups variance found in this study (which may be the placement techniques mentioned above).
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Date Issued
1976
PURL
http://purl.flvc.org/fcla/dt/11664
Subject Headings
Mathematics--Study and teaching (Higher), Homework
Format
Document (PDF)
Technology, Textbooks, and Mathematics: Perceptions of Online Math Homework from Traditional High School Students Enrolled in Private Schools
Title
Technology, Textbooks, and Mathematics: Perceptions of Online Math Homework from Traditional High School Students Enrolled in Private Schools.
Creator
Gutierrez, Gisselle, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
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...
Show moreThis 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.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004984, http://purl.flvc.org/fau/fd/FA00004974
Subject Headings
Dissertations, Academic -- Florida Atlantic University, Mathematics--education., Mathematics education -- Educational material and media, educational technology -- Computer assisted instruction; e-learning., Homework., High school students.
Format
Document (PDF)