Is computer‐generated interactive mathematics homework more effective than traditional instructor‐graded homework?
Abstract
A study was conducted to determine if online homework using MyMathLab (MML) would lead to an increase in academic performance compared with traditional paper-based, instructor-graded homework. The results of the study showed that the students' success rate is 70% in the MyMathLab group, while the success rate is 49% in the traditional homework group. MML, which is an online interactive course design, provides multimedia instructions, practice exercises, homework, and tests, all correlated to the accompanied textbook. The course design reports the correct answer if one is unable to solve a problem in three attempts, guiding the user with helpful suggestions, such as formulas and explanations, to solve the problem. MML also enables faculty to spend more time with students, and students also can learn according to the style and pace that best suit them as homework grading is transferred to MML.
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The research literature fails to provide definite empirical evidence for or against the use of an online version of homework.
“However, the research literature fails to provide definite empirical evidence for or against the use of an online version of homework (Carter, 2004;Hirsch & Weibel, 2003;Kodippili & Senaratne, 2008;Zerr, 2007).”
From The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students (2009) · cites this paper as Kodippili & Senaratne, 2008
Kodippili and Senaratne found that the OHW treatment group did slightly better than the THW control group although the results failed to reach significance.
“Using a quasi-experimental approach, they found that the OHW treatment group did slightly better than the THW control group although the results failed to reach significance.”
From The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students (2009) · cites this paper as Kodippili & Senaratne, 2008
Kodippili and Senaratne found that 70% of students in the OHW group received an A, B, or C as their final grade compared with only 49% of students in the THW group.
“However, they did find that 70% of the students in the OHW group received an A, B, or C as their final grade as compared with only 49% of the students in the THW group.”
From The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students (2009) · cites this paper as Kodippili & Senaratne, 2008
Cited by
Sorted by citations
The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students
Brewer, D. S. (2009) · Utah State University · doi:10.26076/e6cf-1985 · Cited by 25 · see citing works
- Authors
- Kodippili, A., & Senaratne, D.
- Affiliations
- Fayetteville State University (US)
- Corresponding author
- Kodippili, Asitha
- Venue
- British Journal of Educational Technology
- Publisher
- Wiley
- Published
- 2008-08-19
- Volume
- 39
- Issue
- 5
- Pages
- 928-932
- ISSN
- 0007-1013 (ISSN-L)
- 1467-8535
- OpenAlex
- W2094918605
- Cited by
- 44
- References
- 0
- Citations by year
- 2026: 2 · 2022: 1 · 2021: 1 · 2020: 4 · 2019: 2 · 2018: 2 · 2017: 1 · 2016: 3 · 2015: 4 · 2014: 5 · 2013: 4 · 2012: 8
- FWCI
- 2.57
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- British Journal of Educational Technology (publishedVersion)
- DigitalCommons@Fayetteville State University (Fayetteville State University) (submittedVersion)
- Topics
- Physical Sciences › Mathematics › Modeling and Simulation › Mathematics Education and Programs
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- online homework, mathematics education, academic performance, automated grading, multimedia teaching, student success rates
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