Abstract
This paper compares the performance of two classes of students who were enrolled in an Introductory Business Statistics course. Students in one class were required to use e-homework, an online system and another class completed their homework assignments without the online system. The major objective of this study was to determine whether there was any difference in the level of performance between students who used the online homework system and those who did homework assignments in the traditional method. The students in a large class with online homework were compared to students without online homework. This e-homework system enables instructors to monitor individual student’s performance and transmit immediate feedback to students. This paper answers the question: Can online homework improve the performance of students enrolled in an Introductory Business Statistics course? To answer this question, we evaluated the students’ performance based on their final grades in a first year Introductory Statistics course. Students’ perceptions of the usefulness of online homework were also considered. The findings of this research showed that students obtain many benefits from online homework. Students were better prepared in writing test, their ability to understand course concepts increased because of the timely feedback they receive from instructors, discussion about Statistics among peers occurred more frequently than in previous semesters. Students cultivated better study habits, and consequently, they developed more confidence in applying their knowledge of statistical concepts.
Highlights
The intent of this research is to explore whether access to an e-homework system can improve student learning in business statistics
In reviewing the literature on the various type of online homework system, we found that the system can be developed either by the educators themselves to meet their own needs or by the publishers who provide online homework system bundled with the textbook, for example, Pearson/Addison-Wesley's Course Compass (Cooper et al 2007)
Data were collected from the Fall 2009 and the Fall 2010 classes in Introductory Business Statistics, a required course for all first year Bachelor of Commerce (B.Com.) students studying at a Canadian university
Summary
The intent of this research is to explore whether access to an e-homework system can improve student learning in business statistics. In order to apply and reinforce their knowledge concepts, students must complete numerous problems related to each topic. A well designed e-homework system such as the one used in this class, would provide students with the unlimited opportunities to redo assignments until they understand how to solve each type of problem. The e-homework system enables students to repeatedly review tutorials, receive instant feedback, correct their mistakes immediately, and to transfer their understanding of concepts to different sets of data. The consequences of these e-homework system capabilities will indicate its level of effectiveness on students’ performance
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