A Comparison of Web-based and Paper-and-Pencil Homework on Student Performance in College Algebra

Abstract

College algebra fulfills general education requirements at many colleges in the United States. The study reported here investigated differences in mathematics achievement between undergraduates in college algebra classes using one of two homework methods: WeBWorK, an open-source system for web-based homework, or traditional paper-and-pencil homework. We assessed learning for 439 students in 19 college algebra classes at a large public university in the United States. Twelve classes used WeBWorK and seven had traditional paper-and-pencil homework. Analysis of covariance revealed no significant differences in algebra performance or achievement gain by homework group, ethnicity or gender when statistically controlling for previous mathematics achievement. Results support the conjecture that WeBWorK is at least as effective as traditionally graded paper-and-pencil homework for students learning college algebra in moderately sized lecture-based classes.

Keywords:

• Computer algebra systems
• college algebra
• web-based homework

Additional information

Notes on contributors

Shandy Hauk

Shandy Hauk is a senior researcher at WestEd in San Francisco, California and an affiliate professor in mathematical sciences at the University of Northern Colorado Graduate School. Her Ph.D. is in Mathematics from the University of California, Irvine with post-doctorate in Collegiate Mathematics Education from Arizona State University. Her work is centered in from interculturally attentive and technology-enriched mathematics and science education. She is the principal researcher on several projects that use web-based technologies for professional preparation in teaching for middle school, high school, and college mathematics instructors.

Robert A. Powers

Robert A. Powers is a Professor in Mathematical Sciences at the University of Northern Colorado. His Bachelor’s and Master’s degrees are in Mathematics from Colorado State University and his Ph.D. is in Mathematics Curriculum and Instruction from the University of Houston. His current areas of focus are the teaching and learning of mathematics in distance-delivered formats for pre- and in-service teachers and the use of lesson experiment models for secondary mathematics instructional development.

Angelo Segalla

Angelo Segalla is a Professor of Mathematics and statistics at California State University, Long Beach. His Ph.D. is in Mathematics Education from the University of California, Los Angeles. His research and development efforts are concentrated on pre- and inservice secondary mathematics teacher use of web-based homework. He is an expert consultant at the state and national level on standards and curriculum for secondary mathematics.