Technology Closes the gap between Students’ Individual Skills and Background Differences
PROCEEDINGS
Elsa-Sofia Morote, Dowling College/MIT, United States ; David Pritchard, MIT, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
We examine the correlation of 12 background variables determined from a student survey with assessment instruments including paper-testing instruments (final exam and weekly tests) and an electronic assessment from the results of a Web-based homework tutorial. Several of the initial background variables showed correlation with hand-graded weekly or final paper tests. Level of previous math and physics courses taken correlated with positive results on both. However, none of the background variables correlated with the student's performance on the more reliable Web-based tutorial homework score. On this basis we suggest that the use of un-timed Web-based tutorials can make an important contribution to assess student performance, without bias due to students' background differences.
Citation
Morote, E.S. & Pritchard, D. (2004). Technology Closes the gap between Students’ Individual Skills and Background Differences. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 826-831). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/13576/.
Keywords
References
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Web-based Homework in University Algebra Courses: Student Perceptions of Learning and Motivation to Learn
Cindy York, Purdue University, United States; Angie Hodge, North Dakota State University, United States; Jennifer Richardson, Purdue University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4618–4624
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