Comparison of Student Performance using Web and Paper-Based Homework in College-Level Physics

Autor/inn/en	Bonham, Scott W.; Deardorff, Duane L.; Beichner, Robert J.
Titel	Comparison of Student Performance using Web and Paper-Based Homework in College-Level Physics
Quelle	In: Journal of Research in Science Teaching, 40 (2003) 10, S.1050-1071 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.10120
Schlagwörter	Student Evaluation; Achievement Tests; Internet; Homework; Student Attitudes; Physics; Academic Achievement; College Science; Science Process Skills; Web Based Instruction; Feedback; Science Laboratories; Predictor Variables; Problem Solving; Teacher Student Relationship; Calculus; Algebra; Grading; Grade Point Average; Teaching Methods; Mathematics Skills + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Hausaufgabe; Schülerverhalten; Physik; Schulleistung; Web Based Training; Prädiktor; Problemlösen; Teacher student relationships; Lehrer-Schüler-Beziehung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Notengebung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Homework gives students an opportunity to practice important college-level physics skills. A switch to Web-based homework alters the nature of feedback received, potentially changing the pedagogical benefit. Calculus- and algebra-based introductory physics students enrolled in large paired lecture sections at a public university completed homework of standard end-of-the-chapter exercises using either the Web or paper. Comparison of their performances on regular exams, conceptual exams, quizzes, laboratory, and homework showed no significant differences between groups; other measures were found to be strong predictors of performance. This indicates that the change in medium itself has limited effect on student learning. Ways in which Web-based homework could enable exercises with greater pedagogical value are discussed. (Contains 2 notes, 7 tables, and 4 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10