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ERIC Number: EJ1028545
Record Type: Journal
Publication Date: 2013-Sep
Pages: 7
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0021-9584
Online Homework Put to the Test: A Report on the Impact of Two Online Learning Systems on Student Performance in General Chemistry
Eichler, Jack F.; Peeples, Junelyn
Journal of Chemical Education, v90 n9 p1137-1143 Sep 2013
Two different online homework systems were administered to students in a first-quarter general chemistry course. This study used a multiple regression model to control for the students' academic and socioeconomic background, and it was found that students who completed the online homework activities performed significantly better on a common comprehensive final exam than students who did not participate. More specifically, it was found that students who completed a precourse assignment on an adaptive-responsive homework system (ALEKS; Assessment and Learning in Knowledge Spaces) could expect on average their final exam score to increase by over 13 points when compared to nonparticipating students. Students who completed a precourse assignment on a traditional responsive homework system (MasteringChemistry) also saw an average increase in their final exam score by roughly 8 points versus those who did not participate. Students who worked on the online homework for the entire quarter saw even greater gains in their final exam scores compared to nonparticipants. These findings suggest responsive online homework in general, and a responsive-adaptive learning system driven by knowledge space theory in particular, has a significant positive impact on student performance in the first-quarter general chemistry course.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A