Abstract
This quasi-experimental study examined the use of online homework in a college elementary algebra course to determine if homework due dates made a difference in students’ mathematics achievement as measured by unit tests and an end of course final exam. The extent to which homework was completed and possible gender differences in performance were also investigated. Participants in this study were students (n = 58) enrolled in three sections of the course during fall 2010 and spring 2011 semesters. The control group consisted of students who had all unit homework due the night before the unit test, and the study group had homework due throughout the unit testing period. Results of a two-way ANOVA revealed no significant differences in test grades between the two groups and an unpaired t-test showed no significant differences in final exam grades. Additionally, gender appeared to have no significant effect on academic performance either.
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