Homework System Research Articles

Investigating the Effects of Practice Time on Student Achievement Considering Variations in Demographics across Various Chemistry Topics

This study examined the relationship between the time students spend on practice problems and their performance on exams in various chemistry topics, considering their demographics. The researchers divided 91 general chemistry students into three groups based on the time allotted for solving intervention questions: Minimum, Average, and Maximum. The results showed that the Minimum and Average time groups benefited almost equally, but the performance of the Maximum time group declined. This suggests that, while additional practice is beneficial, there could be an optimal amount of time that students should spend on each question. Spending too much time on a single question can lead to mental and emotional fatigue, resulting in a decline in performance. Additionally, the researchers noted variations in performance across different chemistry topics and student groups, and they examined the relationship between student demographics and their problem-solving performances. The study provides recommendations for educators, testing services, and online homework systems to improve the effectiveness of chemistry instruction, highlighting the importance of finding the right balance between practice time and student engagement, and suggesting that a uniform approach to practice problems may not be ideal for every student.

The Cost of Doing Homework: Online Homework Systems with Access Codes from a Social Justice Perspective

The use of online homework systems that require the purchase of an access code has become widespread. The purpose of this study is to examine student experiences with and perceptions of online homework systems with access codes. Postsecondary students (N = 966) completed a survey about the financial costs, perceptions of quality, engagement with, and learning with online homework systems. Most students (79.5%) indicated that they had been required to purchase an access code for an online homework system. Of those who had been required to purchase an access code, 29.4% reported their grade was hurt because they could not afford an access code. Students reported online homework systems were moderately helpful for learning. When considering students who have been historically underserved by higher education, Black students reported more courses with required access codes for homework and reported that online homework systems were more helpful than other students. Latino/a/x students were more likely to report their grades were hurt by not affording access codes (47.9%) than other students. First-generation students reported they avoided courses with online homework systems (36.9%) more than continuing-generation students (23.9%). Overall, the findings indicate that the cost of online homework systems is a barrier to education, and alternatives should be further developed and promoted.

The Impact of Blocked Practice versus Mixed Practice and the Strategy of Overlearning on Student Performance in Calculus

ABSTRACT In most mathematics textbooks, each lesson is followed by a set of homework problems in one of two ways – blocked practice and mixed practice. Additionally, most mathematics textbooks rely on a common learning strategy called overlearning, that is, mastering a skill and continuing to practice this same skill. This study investigated the effects of blocked practice versus mixed practice and the overlearning strategy on student performance in a university-level Calculus I classroom using an online homework system. Data collection took place throughout the semester and included student scores on homework and exams. An ANCOVA was used to analyze the data and the results indicated that there were no statistically significant differences on final exam scores between the participants in the blocked and mixed practice groups. Additionally, the 50% increase in the number of homework problems per set (i.e. overlearning) did not show statistically significant differences in student performance as measured on final exam scores.

A modified model of peer support in asynchronous online introductory accounting: is it effective?

ABSTRACT Low passing rates are common in asynchronous introductory accounting courses due to the challenging material and the online setting. While peer support involving knowledgeable peer assistants has been shown to improve face-to-face students’ performance, it is unknown whether it will be effective when used online. Another issue of traditional peer support is the low participation rate. This study implemented a modified peer support model that involved a direct peer assistant (DPA) actively engaging online introductory accounting students. We found that students with a DPA participated in substantially more peer-supported activities (PSAs), especially when their current exam performance was low. Further, PSA participants had more positive subsequent grade changes and visited learning and homework systems more frequently than non-participants. Overall, the study suggests that in asynchronous introductory accounting, peer support carefully designed to provide extra student engagement will achieve desired participation rates and increase student grades and effort.

Mastering Anxiety: The Effect of Mastery-Based Testing on Quantitative Literacy College Students’ Anxiety Levels and Mindsets

Mastery-based testing (MBT) is a form of categorical grading where students are repeatedly assessed until they achieve a level of mastery. This paper describes the implementation of MBT in a university quantitative literacy class using a web-based homework system. Qualitative evidence in the form of student comments showed that quantitative literacy students preferred MBT because it reduced their stress levels and was perceived as substantially different from traditional assessment. Students’ differentiation of assessments based solely on nomenclature was an unexpected and significant finding.

Students’ Perceptions on the Impact of Online Homework Systems on Their Performance in a General Chemistry Course

Students’ Perceptions on the Impact of Online Homework Systems on Their Performance in a General Chemistry Course

Illustrating Productive and Unproductive Cognitive Interactions in an Online Intermediate Algebra Course

Universities have drawn on an assortment of strategies to address the learning challenges and high attrition rates of developmental mathematics students. One of those strategies has been utilizing computer adaptive instruction (CAI) mathematics software. Reports about the efficacy of CAI vary from glowing to unfavorable. This article presents an instrumental case study, meaning that the purpose is to examine and describe a single case in depth to explain observed phenomena and illustrate a theory [Baxter and Jack 2008. Qualitative case study methodology: Study design and Implementation for novice researchers. The Qualitative Report. 14(4): 544–559]. The phenomena described in this article is productive and unproductive student interactions with a CAI environment. The vignettes in this article illustrate how students, even the same student, can have both productive and unproductive interactions with a CAI system. The vignettes are followed by recommendations for curriculum, instruction, assessment, and further research. Although these recommendations are gathered from observations of student interactions with CAI software in an asynchronous online Intermediate Algebra course, the observations have implications for different modes of instruction (e.g., synchronous online, flipped, hybrid, or face-to-face) that utilize online homework systems.

A systematic review of factors influencing student interest in online homework

Online homework has been emerging with the popularity of online learning. The significance of online homework has been recognised, especially during the outbreak of COVID-19. Although it is regarded as one homework format, studies explicitly targeted at online homework are limited till now, particularly in student interest. As interest is defined as the driver of student learning, it is important to explore the factors influencing student interest in online homework to promote this technology use. Thus, a systematic review of the literature was conducted to identify studies on student interest in online homework with the guide of PRISMA. Based on 23 selected studies, this study unveiled the included studies’ characteristics and the informed factors influencing student interest in the online homework system or the homework assigned or completed online. The findings of this study showed that background variables, adult guidance and monitoring, and the role of students in the process impact student interest in online homework. As online homework is delivered via technology, other factors, such as content design, the ability of technology use and homework submission methods, are also associated with student interest in online homework. Relevant educational implications are elaborated. Further studies and limitations are also included in this study.

Blending Online Homework and Large Class Tutorials to Provide Learning Support for Introductory Organic Chemistry

The logistics and cost of running large class tutorials to improve learning for students in high enrolment courses raise questions about whether the associated effort and cost are worthwhile. The option to replace these class activities with online homework with its promise of built-in feedback is attractive. Using an activity theory lens and an experimental design, we compared the impact of class tutorials with online homework to support learning offered in face-to-face lectures on student performance. We found that there were no topics in the introductory organic chemistry syllabus in which students who had completed online homework instead of large class tutorials performed better. In contrast, for all topics except ‘Curved arrows in mechanisms’, the mean performance of students who had attended a large class tutorial was statistically significantly better than for those who completed online homework instead. This large quantitative study with a sample of 667 students demonstrated the advantage conferred by face-to-face tutorials with peer learning and personal feedback even in a large class setting with only three sessions per student. Our recommendation is that an online homework system in blended courses should not replace face-to-face tutorials for topics reliant on personalised instruction and feedback. We advocate for investing resources and effort to provide face-to-face problem-solving sessions in high-enrolment introductory organic chemistry courses to improve performance.

Research on the application of an interactive electronic homework system in mathematics curriculum for primary school students

Electronic homework will be a trend with the improvement of informatization, and it has proved effective by researchers. However, there still exists a problem that the amount of students’ workload does not match their knowledge level. In order to solve this problem, the study applies the connection and interaction of knowledge emphasized by connection to construct connectionism-based interactive electronic homework approach to achieve the dynamic presentation of homework. By carrying out comparative experiments, the study has discovered that the approach can improve students’ learning performance, learning motivation and learning engagement, and there is a positive correlation between learning engagement and learning performance. Therefore, a connectionism-based interactive electronic homework approach will help primary school students complete their mathematics homework in a more efficient and high-quality way.

Understanding Hazards for Adverse Drug Events Among Older Adults After Hospital Discharge: Insights From Frontline Care Professionals.

Care transitions pose a high risk of adverse drug events (ADEs). We aimed to identify hazards to medication safety for older adults during care transitions using a systems approach. Hospital-based professionals from 4 hospitals were interviewed about ADE risks after hospital discharge among older adults. Concerns were extracted from the interview transcript, and for each concern, hazard for medication-related harms was coded and grouped by its sources according to a human factors and systems engineering model that views postdischarge ADEs as the outcome of professional and patient home work systems. Thirty-eight professionals participated (5 hospitalists, 24 nurses, 4 clinical pharmacists, 3 pharmacy technicians, and 2 social workers). Hazards were classified into 6 groups, ranked by frequencies of hazards coded: (1) medication tasks related at home, (2) patient and caregiver related, (3) hospital work system related, (4) home resource related, (5) hospital professional-patient collaborative work related, and (6) external environment related. Medications most frequently cited when describing concerns included anticoagulants, insulins, and diuretics. Top coded hazard types were complex dosing, patient and caregiver knowledge gaps in medication management, errors in discharge medications, unaffordable cost, inadequate understanding about changes in medications, and gaps in access to care or in sharing medication information. From the perspective of hospital-based frontline health care professionals, hazards for medication-related harms during care transitions were multifactorial and represented those introduced by the hospital work system as well as defects unrecognized and unaddressed in the home work system.

Pemenuhan Hak Penghasilan Pekerja Rumahan Sektor Usaha Alas Kaki Di Muara Baru Jakarta Utara DKI Jakarta

This home worker in the Muara baru area of North Jakarta is one of the informal sector workers who are still not regulated in Law Number 13 year 2003 concerning Manpower. The situation causes homeworkers have not received recognition and certainty of their work status, they often forgotten in manpower planning policies and have to deal with various obstacles as workers, including the non-fulfillment of their rights as workers in Indonesia. This thesis aims to find out how the mechanism should be taken to ensure the fulfillment of the rights of homeworkers in the regions Muara Baru, North Jakarta and what is the government's role in providing legal protection of the home work system in Indonesia in general and in Muara Baru area, North Jakarta in particular, by knowing in advance how is the legality of work agreements made between homeworkers in the regions Muara Baru, North Jakarta with an employer intermediary. This research using the type of empirical juridical research by conducting interviews fieldwork for homeworkers in the Muara Baru area of North Jakarta, then conduct a study of library materials by reading, studying, review and analyze the literature to develop related studies with the title of this thesis. The results of this study indicate that the legality of the work agreement established between homeworkers in the Muara Baru area of North Jakarta with intermediaries the employer is only limited to a verbal work agreement, while the mechanism must be done in order to create guarantees for the fulfillment of the rights of homeworkers in the regions Muara Baru North Jakarta is through the mobilization of law and the Government in this has not yet come into play. In order to prevent this from happening prolonged, it is necessary to revise Law Number 13 Year 2003 concerning Manpower or the enactment of new Laws and Regulations related to the work-home system.

FUNGSI KOMUNIKASI ORGANISASI DALAM PENERAPAN WFH PADA KARYAWAN SWASTA SELAMA PANDEMI COVID-19

Since the Covid-19 pandemic broke out in Indonesia, most of the affected companies have tried to limit the space for activities in the office and change the work system of their employees to work more from home or, in other terms, the Work From Home (WFH) work system to reduce the risk of transmission. Covid-19 virus. The purpose of this study is to describe how the function of organizational communication in implementing the WFH work system that occurs to employees, especially in private companies in Jakarta during the Covid-19 pandemic. The qualitative research approach collects data from interviews, observations, and literature studies. The results of the study illustrate that since the implementation of the WFH work system during the Covid-19 pandemic, the informative, regulatory, persuasive, and integrative organizational communication functions for employees have continued to run but have encountered various obstacles, such as the informative function relies heavily on online media communication in disseminating, discussing and provide work instructions between superiors and subordinates. The regulatory function is still considered less than optimal by employees regarding eligibility criteria, means of communication, and compensation for employees who have to work full time from the office. Likewise, the leadership's persuasive function is still not running, especially in making immediate decisions and monitoring the quality and discipline of employees. Meanwhile, the integrative communication function is carried out entirely through the internet.

Investigation of the Effect of Badges in the Online Homework System for Undergraduate General Physics Course

Badges in education are an increasingly popular phenomenon, and a variety of questions exists as to the abilities and effectiveness of badges. In this study, the effect of digital badges within a Moodle-based online homework system was studied for an undergraduate general physics course at a large research-based university in northeast Taiwan. One hundred and sixty-two participants from two General Physics sessions were involved in this study and divided into two groups through self-selected options. Sixty-eight students in the treatment group could use digital badges in the online homework system, being able to earn one badge per assignment for turning their assignments in earlier than the assignment deadline, while the other students in the control group had no digital badges in the online homework system. The results showed that students in the treatment group turned in their assignments earlier than students in the control group did, and this difference was statistically significant. Further analysis showed that students in the treatment group spaced out their assignment practice more than students in the control group did, and the difference was statistically significant. Additionally, students in the treatment group actively attempted to earn badges, as there was a statistically significant increase in the number of badges earned by students in the treatment group over those in the control group. Based on a questionnaire given to study participants towards the conclusion of the study, the study found that students’ perception of badges was positive. These findings corroborate earlier findings by other researchers that badges can be used to motivate specific behaviors in students whilst requiring minimal changes to the course structure. However, further corroborating earlier research is the finding that badges may not be particularly useful to motivate students towards challenging tasks. An earlier study of this course in a preceding academic year found that students are appreciative of the online homework system, and it appears from this study that the primary function of badges within the system is to enhance the experience of students, as well as to motivate timely engagement with assignments.

Automatic Correcting Mathematics Operating System based on AI

With the development of society, the advancement of science and technology has become an important basis for whether a country is strong or not, and the development of science and technology cannot do without a solid mathematical foundation. Mathematics is the most important is to calculate, and the enhancement of computing power is to need constant practice to do the problem and correct the wrong problem, so this design of an ai-based automatic correction math homework system. The design of the system can be divided into two parts, the front user operating platform interface design and background function design. The function realization of the background can be divided into five modules, which are image recognition module, mathematical operation module, answer comparison module, data interaction module and image processing module. The image recognition module is used to recognize the text in the picture and obtain the coordinates. The mathematical operation module is used to carry on the operation to the identified problem; The answer comparison module is used to judge right and wrong; The data interaction module USES MySQL database for data interaction. Image processing module is used to identify right and wrong.

Measuring the effectiveness of online problem solving for improving academic performance in a probability course

Research on impact in student achievement of online homework systems compared to traditional methods is ambivalent. Methodological issues in the study design, besides of technological diversity, can account for this uncertainty. Hypothesis This study aims to estimate the effect size of homework practice with exercises automatically provided by the ‘e-status’ platform, in students from five Engineering programs. Instead of comparing students using the platform with others not using it, we distributed the subject topics into two blocks, and created nine probability problems for each block. After that, the students were randomly assigned to one block and could solve the related exercises through e-status. Teachers and evaluators were masked to the assignation. Five weeks after the assignment, all students answered a written test with questions regarding all topics. The study outcome was the difference between both blocks’ scores obtained from the test. The two groups comprised 163 and 166 students. Of these, 103 and 107 respectively attended the test, while the remainder were imputed with 0. Those assigned to the first block obtained an average outcome of −1.85, while the average in the second block was −3.29 (95% confidence interval of difference, −2.46 to −0.43). During the period in which they had access to the platform before the test, the average total time spent solving problems was less than three hours. Our findings provide evidence that a small amount of active online work can positively impact on student performance.

The Open-Response Chemistry Cognitive Assistance Tutor System: Development and Implementation

This report showcases a new type of online homework system that provides students with a free-form interface and dynamic feedback. The ORCCA Tutor (Open-Response Chemistry Cognitive Assistance Tutor) is a production rules-based online tutoring system utilizing the Cognitive Tutoring Authoring Tools (CTAT) developed by Carnegie Mellon University. In this report, we discuss the interface design and the production rules that allow for a multitude of chemistry calculations to be solved in a wide variety of ways by students. We discuss improvements of the software, already implemented or planned for the future, based on think aloud/interviews with students.

Research on the Application of an Interactive Electronic Homework System in Mathematics Curriculum for Primary School Students

Research on the Application of an Interactive Electronic Homework System in Mathematics Curriculum for Primary School Students

A case study of mathematics educations using WeBWorK in Hokkaido University

In this paper, we provide academic institutions with knowledge on ICT education for mathematics education, particularly the utilization of WeBWorK through the case study in Hokkaido University. WeBWorK is an open-source online homework system for mathematics and sciences courses. To promote ICT education for mathematics education in Hokkaido University, we began to use WeBWorK in 2017.We prepared more than 800 problems in line with the educational curriculum in Hokkaido University, and a total of more than 4,500 students were using WeBWorK in FY2021.We surveyed them about their work time, the difficulty of the problems and so on, and received 513 responses. Analyzing the results of the surveys we find that WeBWorK plays a role in improving the mathematical computational skills. On the other hand, it does not help users develop English skills, and in fact seems to be a factor that makes them reluctant to work on WeBWorK. Based on the these results we have created the Japanese version of original problems we have already created.

Ethics, EdTech, and the Rise of Contract Cheating

This talk traces the connections between the unethical use of algorithms, inattention to issues of equity and access, and failures of data privacy to the rise of contract cheating. The reported experiences of instructors and students tell us that contract cheating firms mine student data and exploit existing relationships between students and their educational technologies in order to find new clients and to extort the ones they already have. These companies use algorithmic searches of social media to track down vulnerable students, and once granted access to a closed educational context like Moodle, approach more students in the course or institution, which is how the use of these services seems to multiply by orders of magnitude within an institution. Once these companies have student ID and credit card information, they often engage in financial exploitation of students. Research demonstrates that many of the educational conditions that drive students to seek out contract cheating firms — lack of guidance on assignments; high-stakes assessments without appropriate scaffolding; personal or financial crises — are also conditions that do not promote learning. This talk argues that the epidemic of contract cheating can be insulated against by a renewed attention to ethical pedagogical strategies in the deployment of educational technologies. Given the explosive growth of the contract cheating problem and the huge money it makes for unethical players, it is imperative that post-secondary institutions protect students by all possible means. Limiting for-profit vendor access to student data, avoiding course-in-a-box homework system approaches to education, and using open pedagogical strategies to design persistent, non-disposable assignments are critical strategies in the fight against contract cheating, as is educating students and faculty about the importance of data security and privacy.