Abstract
The purpose of the study was to investigate whether online homework benefits students over traditional homework in the areas of statistics self-efficacy, statistics anxiety, and grades. Using a nonequivalent control-group design, one section of students was assigned traditional homework while the other section was assigned online homework. The two groups were then compared on measures of self-efficacy, statistics anxiety, and homework, test, and final grades. Results indicated that homework delivery method affected only student homework grades, but did not affect their other grades, self-efficacy, or anxiety.
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