Abstract
ABSTRACTA repeated crossover experiment comparing learning among students handing in pen-and-paper homework (PPH) with students handing in web-based homework (WBH) has been conducted. The system used in the experiments, the tutor-web, has been used to deliver homework problems to thousands of students in mathematics and statistics over several years. Since 2011, experimental changes have been made regarding how the system allocates items to students, how grading is done, and the type of feedback provided. The experiment described here was conducted annually from 2011 to 2014. Approximately, 100 students in an introductory statistics course participated each year. The main goals were to determine whether the above-mentioned changes had an impact on learning as measured by test scores in addition to comparing learning among students doing PPH with students handing in WBH.The difference in learning between students doing WBH compared to PPH, measured by test scores, increased significantly from 2011 to 2014 with an effect size of 0.634. This is a strong indication that the changes made in the tutor web have a positive impact on learning. Using the data from 2014, a significant difference in learning between WBH and PPH for 2014 was detected with an effect size of 0.416 supporting the use of WBH as a learning tool.
Highlights
Enrollment to universities has increased substantially in the past decade in most OECD (Organisation for Economic Co-operation and Development) countries
It is of importance to investigate whether web-based homework (WBH), which does not require marking by teachers but provides feedback to students, can replace traditional pen-and-paper homework (PPH)
The experiment described in this article is a repeated randomized crossover experiment so the same students were exposed to both WBH and PPH, resulting in a more accurate estimate of the potential difference between the two methods
Summary
Enrollment to universities has increased substantially in the past decade in most OECD (Organisation for Economic Co-operation and Development) countries. 2. Is there a difference in learning, as measured by test performance, between students doing WBH and PPH after the changes made in the tutor-web?. A number of web-based learning environments use intelligent methods to provide personalized content or navigation such as the one described in Own (2006). Examples of systems providing homework exercises are the WeBWork system (Gage, Pizer, and Roth 2002), ASSiSTments (Razzaq et al 2005), ActiveMath (Melis et al 2001), OWL (Hart et al 1999), LON-CAPA (Kortemeyer et al 2008), and WebAssign (Brunsmann et al 1999) None of those systems use intelligent methods for item allocation, instead a fixed set of items are submitted to the students or drawn randomly from a pool of items
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