Abstract
College algebra fulfills general education requirements at many colleges in the United States. The study reported here investigated differences in mathematics achievement between undergraduates in college algebra classes using one of two homework methods: WeBWorK, an open-source system for web-based homework, or traditional paper-and-pencil homework. We assessed learning for 439 students in 19 college algebra classes at a large public university in the United States. Twelve classes used WeBWorK and seven had traditional paper-and-pencil homework. Analysis of covariance revealed no significant differences in algebra performance or achievement gain by homework group, ethnicity or gender when statistically controlling for previous mathematics achievement. Results support the conjecture that WeBWorK is at least as effective as traditionally graded paper-and-pencil homework for students learning college algebra in moderately sized lecture-based classes.
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