Abstract
The positive impact of online homework has been clearly shown in previous literature. Online homework has become especially important in these times as online education grows. The recent development of the adaptive-responsive homework systems (such as Assessment of Learning in Knowledge Spaces--ALEKS) calls for a comparison of the effectiveness of this new type of system to the traditional-responsive systems (such as Sapling Learning). This study quantitatively compares extra credit scores and final exams and final points between two types of homework systems in a general chemistry course. Results indicate that extra credit completion using ALEKS (the adaptive-responsive system) has a higher correlation with homework performance, final exam performance, and final grade compared to extra credit completion using Sapling (the traditional-responsive system). This relationship difference could be due to a difference in the nature of how extra credit is earned within each system. Keywords: Online Homework, Extra Credit, Chemistry Education, Quantitative Research DOI: 10.7176/JEP/12-6-02 Publication date: February 28 th 2021
Highlights
Over the past few years, student success in chemistry and other science, technology, engineering and mathematics (STEM) fields has declined, with possible reasons being the poor perception of the field, and students’ lack of engagement with these fields(Gill, 2011; PECK)
Technology has been implemented by allowing smartphones into the classroom to answer questions in class(Heflin, Shewmaker, & Nguyen, 2017), by using tablets, computers, and clicker systems(Revell, 2013), as well as online homework systems that are used in place of traditional pen and paper homework(Richards-Babb, Drelick, Henry, & Robertson-Honecker, 2011; Roschelle, Feng, Murphy, & Mason, 2016)
Participants included students who were enrolled in in-person General Chemistry I lectures in the Fall 2018 and Spring 2019 semesters
Summary
Over the past few years, student success in chemistry and other science, technology, engineering and mathematics (STEM) fields has declined, with possible reasons being the poor perception of the field, and students’ lack of engagement with these fields(Gill, 2011; PECK). In comparison to traditional paper and pen homework, one of the major benefits of OHS for students is the instant feedback these systems provide, increasing the motivation for studying and reviewing the material With both positive student outcomes and positive student feedback(Fyneweaver, 2008; Richards-Babb, Curtis, Georgieva, & Penn, 2015), many companies like Sapling Learning(Learning, 2018), WileyPLUS(WileyPLUS, 2019), and Mastering Chemistry(Pearson, 2019) are producing their own versions of online homework. It gives them repetition on these problems to help students retain the information better for exams
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