ERIC Number: EJ945566
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 0
Improved Student Achievement Using Personalized Online Homework for a Course in Material and Energy Balances
Liberatore, Matthew W.
Chemical Engineering Education, v45 n3 p184-190 Sum 2011
Personalized, online homework was used to supplement textbook homework, quizzes, and exams for one section of a course in material and energy balances. The objective of this study was to test the hypothesis that students using personalized, online homework earned better grades in the course. The online homework system asks the same questions of each student while changing one or more numeric values in the problem statement. A comparison of performance on common quizzes, exams, and final course grades between students using the textbook and online homeworks versus students completing textbook homework and simple, multiple choice reading quizzes showed a statistically significant increase in achievement for the students using online homework. Of note, 91% of the students using online homework achieved C or better as their final course grade compared with 72% of the students in the control group. Student evaluations show that 66% of the students prefer textbook homework in combination with online homework to maximize learning of the course material.
Descriptors: Homework, Student Evaluation, Textbooks, Educational Technology, Computer Uses in Education, Science Instruction, Hypothesis Testing, Grades (Scholastic), Blended Learning, Comparative Analysis, Chemistry, College Science
Chemical Engineering Education, Chemical Engineering Division of ASEE. P.O. Box 142097, Gainesville, FL 32614. Tel: 352-392-0861; Fax: 352-392-0861; e-mail: firstname.lastname@example.org; Web site: http://cee.che.ufl.edu/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A