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

REFERENCES

• Acherman-Chor, D., G. Aladro, and S. D. Gupta. 2003. Looking at both sides of the equation: Do student background variables explain math performance? Journal of Hispanic Higher Education. 2: 129–135.
   Google Scholar
• Baxter Hastings, N., F. S. Gordon, S. P. Gordon, and J. Narayan. (Eds) 2006. A Fresh Start for Collegiate Mathematics: Rethinking the Courses Below Calculus. Washington, DC: Mathematical Association of America.
   Google Scholar
• Berry, R. Q. 2003. Mathematics standards, cultural styles, and learning preferences: The plight and promise of African American students. Clearing House. 76: 244–249.
   Google Scholar
• Bolte, L. A. 1999. Using concept maps and interpretive essays for assessment in mathematics. School Science and Mathematics. 99(1): 19–30.
   Google Scholar
• Brown, C. L. 2005. Equity of literacy-based math performance assessments for English language learners. Bilingual Research Journal. 29: 337–364.
   Google Scholar
• Cooper, H. 1989. Homework. White Plains, NY: Longman.
   Google Scholar
• Cooper, H., J. J. Lindsay, B. Nye, and S. Greathouse. 1998. Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement. Journal of Educational Psychology. 90(1): 70–83.
   Web of Science ®Google Scholar
• Delpit, L. 1996. Other People’s Children: Cultural Conflict in the Classroom. New York: New Press.
   Google Scholar
• Dufresne, R. J., J. Mestre, D. M. Hart, and K. A. Rath. 2002. The effect of web-based homework on test performance in large enrollment introductory physics courses. Journal of Computers in Mathematics and Science Teaching. 21(3): 229–251.
   Google Scholar
• Gage, M., A. Pizer, and V. Roth. 2001. WeBWorK: An internet-based system for generating and delivering homework problems. Presentation and Minicourse at the Joint Meeting of the American Mathematical Society and the Mathematical Association of America, New Orleans, LA, January 2001.
   Google Scholar
• Gold, B. (Ed). 2004. Innovative Teaching Exchange. http://www.maa.org/t_and_l/exchange/exchange.html. Last accessed 12 February 2004.
   Google Scholar
• Hall, R. W., L. G. Butler, S. Y. McGuire, S. P. McGlynn, G. L. Lyon, R. L. Reese, and P. A. Limback. 2001. Automated, web-based, second-chance homework. Journal of Chemical Education. 78(12): 1704–1708.
   Web of Science ®Google Scholar
• Hauk, S. 2005. Mathematical autobiography among college learners in the United States. Adults Learning Mathematics International Journal. 1(1): 36–56.
   Google Scholar
• Hauk, S. 2012. Understanding students’ perspectives: Mathematical autobiographies of undergraduates who are not math majors. Journal of the California Mathematics Project. 5: 36–48.
   Google Scholar
• Hauk, S. and M. A. Isom. 2009. Fostering college students’ autonomy in written mathematical justification. Investigations in Mathematics Learning. 2(1): 49–70.
   Google Scholar
• Hauk, S. and A. Segalla. 2005. Student perceptions of the web-based homework program WeBWorK in moderate enrollment college algebra courses. Journal of Computers in Mathematics and Science Teaching. 24(3): 229–253.
   Google Scholar
• Karasavvidis, I., J. M. Pieters, and T. Plomp. 2003. Exploring the mechanisms through which computers contribute to learning. Journal of Computer Assisted Learning. 19: 115–128.
   Web of Science ®Google Scholar
• Keith, T. Z. and M. J. Benson. 1992. Effects of manipulable influences on high school grades across five ethnic groups. Journal of Educational Research. 86(2): 85–93.
   Web of Science ®Google Scholar
• Keith, T. Z. and V. A. Cool. 1992. Teaching models of school learning: Effects of quality of instruction, motivation, academic coursework, and homework on academic achievement. School Psychology Quarterly. 7: 209–226.
   Google Scholar
• Kime, L. A., J. Clark, and B. K. Michael. 2005. Explorations in College Algebra, Boston, MA: Wiley.
   Google Scholar
• Kirshner, D. 2002. Untangling teachers’ diverse aspirations for student learning: A crossdisciplinary strategy for relating psychological theory to pedagogical practice. Journal for Research in Mathematics Education. 33: 46–58.
   Web of Science ®Google Scholar
• Laurillard, D. 1995. Multimedia and the changing experience of the learner. British Journal of Educational Technology. 26(3): 179–189.
   Web of Science ®Google Scholar
• Liaw, S.-S. 2002. Understanding user perceptions of world-wide web environments. Journal of Computer Assisted Learning. 18: 137–148.
   Web of Science ®Google Scholar
• Mathematical Association of America. 2004. Case studies. http://www.maa.org/saum/new_case.html. Last accessed 17 July 2005.
   Google Scholar
• Monson, R. and K. Judd. 2001. CalMaeth: An interactive learning system focusing on the diagnosis of mathematical misconceptions. Journal of Computers in Mathematics and Science Teaching. 20: 19–43.
   Google Scholar
• National Center for Education Statistics. 2000. Profile of Undergraduates in U.S. Postsecondary Institutions: 1999–2000. Washington, DC: U.S. Department of Education.
   Google Scholar
• Pascarella, A. 2002. CAPA (Computer-assisted personalized assignments) in a large university setting. Ph.D. Thesis Boulder, CO: University of Colorado.
   Google Scholar
• Peters, M., B. Kethley, and K. Bullington. 2002. The relationship between homework and performance in an introductory operations management course. Journal of Education for Business. 77(6): 340–344.
   Google Scholar
• Porter, T. S. and T. M. Riley. 1996. The effectiveness of computer exercises in introductory statistics. The Journal of Economic Education. 27(4): 291–299.
   Web of Science ®Google Scholar
• Rittle-Johnson, B., R. S. Siegler, and M. W. Alibali. 2001. Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology. 93: 346–362.
   Web of Science ®Google Scholar
• Romagnano, L. 2001. Implementing the assessment standards: The myth of objectivity in mathematics assessment, Mathematics Teacher. 94: 31–38.
   Google Scholar
• Roth, V., V. Ivanchenko, and N. Record. 2008. Evaluating student response to WeBWorK, a web-based homework delivery and grading system. Computers & Education. 50: 1462–1482.
   Web of Science ®Google Scholar
• Secada, W. G. (Ed). 2000. Changing the Faces of Mathematics: Perspectives on Multiculturalism and Gender Equity. Reston, VA: National Council of Teachers of Mathematics.
   Google Scholar
• Sterrett, A. (Ed). 1992. Using Writing to Teach Mathematics. Washington DC: Mathematical Association of America.
   Google Scholar
• Stewart, J., L. Redlin, and S. Watson. 2000. College Algebra. Pacific Grove, CA: Brooks-Cole.
   Google Scholar
• Tate, W. F. 1997. Race-ethnic, SES, gender, and language proficiency trends in mathematics achievement: An update. Journal for Research in Mathematics Education. 28: 652–679.
   Web of Science ®Google Scholar
• Von Glasersfeld, E. 2001. Radical constructivism and teaching. http://www.vonglasersfeld.com/244.2. Last accessed 28 August 2013.
   Google Scholar
• Vygotsky, L.S. 1978. Mind and Society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Warton, P. M. 2001. The forgotten voices in homework: Views of students. Educational Psychologist. 36(3): 155–165.
   Web of Science ®Google Scholar
• Yazon, J. M. O., J. A. Mayer-Smith, and R. J. Redfield. 2002. Does the medium change the message? The impact of a web-based genetics course on university students’ perspectives on learning and teaching. Computers & Education. 38: 267–285.
   Web of Science ®Google Scholar