Student perceptions of the web-based homework program WeBWorK in moderate enrollment college algebra classes
Shandy Hauk, U. of Northern Colorado, United States ; Angelo Segalla, California State University, Long Beach, United States
JCMST Volume 24, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Twelve of 19 college algebra classes used WeBWorK and 7 used traditional paper and pencil homework (PPH). Given the earlier quantitative result that no significant difference in performance between WeBWorK and PPH classes was found ([authors]), a qualitative analysis of 358 student and instructor surveys revealed three primary categories of student perceptions related to WeBWorK: views about its usefulness, intentionality in engaging with mathematics, and challenges to student beliefs about mathematics. Student and instructor comments are reported within the context of self-regulated learning. Results support the conjecture that even a narrow use of WeBWorK as a substitute for handwritten homework is at least as effective as traditionally graded paper and pencil homework for students learning college algebra.
Hauk, S. & Segalla, A. (2005). Student perceptions of the web-based homework program WeBWorK in moderate enrollment college algebra classes. Journal of Computers in Mathematics and Science Teaching, 24(3), 229-253. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)
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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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