Computer-assisted Vs. Traditional Homework:Results Of A Pilot Research Project

Abstract

The CAPA pilot research project tested the effectiveness of computer-assisted homework assignments as a complement to teacher led instruction in high school physics at three suburban high schools in Florida during the first nine-week grading period of the semester beginning in January 2004. The study involved three physics teachers (one per school), nine high school physics classes populated by 219 students. The project consisted of a randomized experimental design, with CAPA homework assignments as the treatment and traditional homework assignments (on paper and hand-graded) as the control. Classes of students were randomly assigned to treatment and control groups. The effectiveness of CAPA homework compared with traditional homework was assessed through (1) preand post-test gains on physics test items accepted by the physics education research community, (2) responses to a student satisfaction survey and (3) differences in accuracy between initial responses and final responses for the treatment group. Preand post-test results for students at each of the three sites indicated there were no significant differences between the treatment and control groups. Further, student responses to a satisfaction survey indicated that students preferred more traditional homework assignments. For students using CAPA at each of the three sites, accuracy of responses improved significantly from the first attempt to the final attempt. The improved performance is attributed to the immediate feedback provided to students regarding the accuracy of their initial answers. Key insights gleaned from the pilot research project will improve the quality of the yearlong research project planned for the 2004-2005 school year.