Abstract
This study compared learning for fifth grade students in two math homework conditions. The paper-and-pencil condition represented traditional homework, with review of problems in class the following day. The Web-based homework condition provided immediate feedback in the form of hints on demand and step-by-step scaffolding. We analyzed the results for students who completed both the paper-and-pencil and the Web-based conditions. In this group of 28 students, students learned significantly more when given computer feedback than when doing traditional paper-and-pencil homework, with an effect size of .61. The implications of this study are that, given the large effect size, it may be worth the cost and effort to give Web-based homework when students have access to the needed equipment, such as in schools that have implemented one-to-one computing programs.
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