Students’ Perceptions of Supplemental Online Homework in an
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Students’ Perceptions of Supplemental Online Homework in an Applied Calculus Class A Capstone Project Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching: Mathematics David Peterson Department of Mathematics and Computer Science College of Arts and Sciences Graduate School Minot State University Minot, North Dakota Summer 2012
Transcript of Students’ Perceptions of Supplemental Online Homework in an
Students’ Perceptions of Supplemental Online Homework in an Applied Calculus Class
A Capstone Project
Submitted in Partial Fulfillment of
the Requirements for the Degree of
Master of Arts in Teaching: Mathematics
David Peterson
Department of Mathematics and Computer Science
College of Arts and Sciences
Graduate School
Minot State University
Minot, North Dakota
Summer 2012
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This capstone project was submitted by
David Peterson
Graduate Committee:
Dr. Laurie Geller, Chairperson
Dr. Narayan Thapa
Dr. Warren Gamas
Dean of Graduate School
Dr. Linda Cresap
Date of defense: June 22, 2012
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Abstract
The main purpose of this study was to determine students’ perceptions of supplemental online
homework in an Applied Calculus class. A pre-survey was administered to 19 students at the
beginning of the study; a post-survey was administered at the conclusion of the study to the same
19 students. Results of the study indicated that there was not a statistically significant difference
in the following areas: students’ perceptions of the reduction of mental fatigue associated with
completion of the online homework, students’ perceptions of the ability of the online software to
supply guidance during homework completion, students’ perceptions of the opportunity to learn
from mistakes, guessing at answers while completing homework, and students’ perceptions of
homework completion as providing a deeper understanding of the mathematical concepts of the
class. The results of the study did indicate, however, that homework completion and students’
perception of timely feedback provided increased significantly. Overall, students’ perceptions of
supplemental online homework were favorable.
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Acknowledgements
This action research project would not have been possible without the support and
contribution of many people. I wish to express a heartfelt thank you to Dr. Laurie Geller who,
throughout the entire project, provided guidance, encouragement, and inspiration. I would also
like to thank all members of my graduate committee for their assistance in writing the paper. I
would like to acknowledge the dedication of the Master of Arts in Teaching: Mathematics
faculty for their commitment to education. I appreciate all that you have taught me and offer my
deepest gratitude. Finally, I would like to thank my daughter, Jada, for her unrelenting
enthusiasm and my wife, Renae, for her unyielding support.
“It would appear that we have reached the limits of what it is possible to achieve with computer
technology, although one should be careful with such statements, as they tend to sound pretty
silly in 5 years.”
John von Neumann (1903-1957)
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Table of Contents
Page
Abstract .......................................................................................................................................... iii
Acknowledgements ........................................................................................................................ iv
List of Tables ................................................................................................................................ vii
Chapter One: Introduction ...............................................................................................................1
Motivation for the Project ....................................................................................................2
Background on the Problem.................................................................................................2
Statement of the Problem .....................................................................................................3
Statement of Purpose ...........................................................................................................4
Research Questions/Hypotheses ..........................................................................................4
Definitions............................................................................................................................5
Summary ..............................................................................................................................5
Chapter Two: Review of Literature .................................................................................................6
Online Homework ................................................................................................................6
Homework Concerns ...........................................................................................................7
Providing Guidance and Feedback ......................................................................................8
Advantages and Disadvantages ............................................................................................9
Students’ Perceptions .........................................................................................................11
WebAssign .........................................................................................................................12
Summary ............................................................................................................................13
Chapter Three: Research Design and Method ...............................................................................15
Setting ................................................................................................................................15
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Innovation ..........................................................................................................................15
Design ................................................................................................................................17
Description of Methods......................................................................................................17
Analysis Strategy ...............................................................................................................18
Expected Results ................................................................................................................20
Timeline for the Study .......................................................................................................20
Summary ............................................................................................................................20
Chapter Four: Results and Interpretations .....................................................................................21
Results of Data Analysis ....................................................................................................21
Interpretation of Results .....................................................................................................30
Summary ............................................................................................................................32
Chapter Five: Conclusions, Action Plan, Reflections, and Recommendations .............................33
Conclusions ........................................................................................................................33
Action Plan.........................................................................................................................35
Reflections and Recommendations for Teachers ...............................................................36
Summary ............................................................................................................................38
References ......................................................................................................................................40
Appendices .....................................................................................................................................42
Appendix A: College Consent ...........................................................................................43
Appendix B: Minot State University IRB Consent Form ..................................................44
Appendix C: Student Consent Form ..................................................................................45
Appendix D: Student Perceptions of Online Homework Pre-Survey ................................48
Appendix E: Student Perceptions of Online Homework Post-Survey ...............................50
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List of Tables
Table Page
1. Pre-Survey and Post-Survey Results (Questions 1-7) .......................................................24
2. Means and Standard Deviations of Pre- and Post-Surveys (Questions 1-7) .....................25
3. Paired T-Test Results for the Pre- and Post-Surveys (Questions 1-7) ...............................26
4. Post-Survey Results (Questions 8-18) ...............................................................................27
Chapter One
Introduction
As a college mathematics tutor, I often heard a familiar student concern: “I understand
the material in class, but when I try to do the homework, I’m lost.” Even now, several years into
my teaching career, I hear the same story.
Assigning homework seems common practice in mathematics. Typically, students are
assigned a set of preselected questions ranging from simple computational problems with a
single correct result to open-ended questions that have many correct solutions. Completing the
homework can be a daunting task for students. While completing this homework, students are
expected to replicate all that they were shown in the classroom. Traditionally, instructors have
assigned homework in the form of worksheets and textbook exercises, though web-based
homework tutorials are gaining popularity in schools across the country (Mendicino, Razzaq, &
Heffernan, 2009).
It appears that homework is still an integral part of mathematics, regardless of how it is
delivered and assessed. Traditional homework can be a convenient platform for asking open-
ended questions that enhance students’ critical thinking skills. Web-based homework sets
provide guidance but are typically bound to computational or procedural knowledge. From my
experience, traditional homework cannot be assessed as quickly as online homework. Online
homework provides additional opportunities for students to actively develop their conceptual
skills by offering guidance and immediate feedback. In this study, I explored the perceptions
students had toward supplemental online homework in an Applied Calculus class.
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Motivation for the Project
During the spring semester of 2011, I taught an Intermediate Algebra class using an
online site to supplement homework. I found many benefits as well as a few detriments to the
use of online homework. Students were able to correct misconceptions immediately by
completing the online exercises while using the ancillaries. Unfortunately, the specific online
format did not fully allow students to enhance their critical thinking skills. Therefore, an
appropriate balance of online homework and traditional homework appeared essential for student
growth. I found that many students appreciated the guidance offered by web-based tutorials and
consequently were able to address misconceptions quickly. It seemed that students gained a
deeper understanding of the material through use of online homework. During the Intermediate
Algebra course, several informal surveys were conducted. Overall, students favored the use of
online homework. I was left wondering if other students would perceive online homework as
worthwhile and could it be beneficial in my other classes.
My experience using online software motivated me to study how students perceive the
use of supplemental online homework. I believed that students would benefit from the
availability of online homework but realized the challenges of incorporating online homework in
the classroom. I chose to implement supplemental online homework in an Applied Calculus
class as the focus of this study and determine students’ perceptions of it.
Background on the Problem
If homework is assumed a necessary component of learning, then examining how
homework is delivered, completed, and assessed is critical for understanding its effectiveness in
terms of student learning. I regularly assigned homework to my math students and often
wondered if they were getting as much out of it as they could. Were they simply completing
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tasks to fulfill a requirement? Could I give them feedback quickly enough so that they could
continue to construct connections between related math topics? I believed that a student’s
perception of the effectiveness of homework was related to their performance. Simply put, if
students find that the homework contributes to their learning in a positive manner, they would
complete the homework and perform better on formal assessments. This, in turn, would
positively contribute to the overall student perception of the learning process.
Students are required to master many math concepts in Applied Calculus. Many of the
solutions to the problems consist of multiple steps and require the student to understand the big
picture. In order to explore these rich connections, the student must take ownership of the
learning process. This self-efficacy is developed through the successful completion of tasks
throughout the course, both in and out of the classroom. Online homework affords the student
the luxury of exploring topics outside of the classroom while offering solution strategies and
guidance. Since such independent practice is necessary, adequate study of alternative homework
strategies was explored.
I chose to pursue the topic of online homework in my Applied Calculus class because I
felt it would help students receive the guidance and feedback necessary to understand concepts
and clarify misconceptions. From my past experience using online homework, I realized the
advantages and disadvantages of including it in the course. This study aimed to determine how
students perceived supplemental online homework.
Statement of the Problem
Most people have encountered this familiar scenario in the mathematics classroom: An
instructor assigns a homework set on Monday, and students complete the work. The work is
turned in on Wednesday, but the instructor must assess the homework and return it Friday. A
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week has elapsed before students can revisit concepts and correct misconceptions, but the class
has moved well beyond the concepts by this time. How can teachers expect students to master
concepts by building on misconceptions? This is problematic for students and teachers alike. A
formidable challenge I found with homework was providing guidance and feedback quickly for
students.
Statement of Purpose
The purpose of this study was to determine students’ perceptions of supplemental online
homework in an Applied Calculus class.
Research Questions/Hypotheses
The overarching research question was the following: What were students’ perceptions of
supplemental online homework in Applied Calculus? Specifically, relevant questions regarding
the research were as follows:
1) What were students’ perceptions of supplemental online homework in Applied Calculus?
a. Did students perceive online homework as worthwhile?
b. Did students believe that online homework helps them learn the material?
c. Did students prefer online homework over traditional homework?
2) Was there a change in student perception of homework after the implementation of
supplemental online homework?
I hypothesized students would perceive online homework as helpful and worthwhile in
learning Applied Calculus topics. I was optimistic that the use of online homework would
contribute to student learning and that students would benefit from its use. I believed that
students would prefer online homework over traditional homework and that there would be some
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change in students’ perceptions after using online homework. I was eager to implement online
homework in my Applied Calculus class.
Definitions
Ancillaries—Supplemental learning aids such as videos and PowerPoint lectures offered in an
online format.
Ego depletion—Effects of impaired mental ability following from imposed willpower or self-
control. It is based on the theory that self-control and willpower are exhaustible resources and
that exhausting one’s self-control or willpower impairs the ability to further control oneself.
Mental fatigue—General decrease of attention.
Online homework—Independent practice assigned by the teacher to be completed in an online
format with computer generated questions, guidance, and practice problems.
Traditional homework—Preselected set of questions or problems assigned for completion
outside of class typically given as worksheets, or textbook problem sets.
Summary
I was aware of potential benefits of the use of online homework in Applied Calculus, but
recognized that research was necessary to determine how students perceived online homework.
This study was devoted to determining students’ perceptions of supplemental online homework.
In the following chapter, I offered details on the literature reviewed as it pertained to my
research.
Chapter Two
Review of Literature
Technology can be described as the application of knowledge for practical purposes.
Educators are busy utilizing various technologies in classrooms to promote student learning and
consequently changing the practice of education. The increased use of technology in and out of
the classroom potentially results in increased teaching opportunities for educators and increased
learning opportunities for students. Therefore, educators face the daunting task of selecting the
right technological tool for the job. The logical question that demands an answer is whether the
adoption of these technologies benefits students. In the classroom, I have witnessed students’
fervor for the latest technology. With this in mind, I decided to investigate the application of a
particular piece of technology, online homework, and students’ perceptions of it. Online
homework, homework concerns, the adoption of online homework by educators, students’
perceptions, and case studies involving online homework are discussed in the literature review.
Online Homework
Delivering homework via the Internet is an option educators now have in the connected
world. Furthermore, student assessment can also include computer-based forms, thanks to the
evolution of web-based technologies (Demirci, 2007). Online homework (or web-based
homework) is a homework set chosen and assigned by the instructor to be delivered by web-
based application software. The instructor is free to choose the types of questions consistent
with the topic of study. Much like traditional paper-pencil homework, students are expected to
complete the required assignments and turn them in. Submitting online homework requires
students complete the assignments on a computer connected to the Internet in the predetermined
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time frame. Web-based software allows for the assessment of students work, guidance, and
feedback for the student (Demirci, 2007).
Homework Concerns
Regardless of how homework is delivered, online or traditionally, impediments to
homework completion commonly arise. When selecting homework questions, teachers have the
ability to select problems of a given difficulty level. Unfortunately, students may not feel fully
prepared for that given level of difficulty. Students will not do what they cannot do, placing
teachers and students at odds over homework completion expectations. While teachers feel as
though they set reasonable expectations, students may feel otherwise. This was confirmed in a
recent study; Hong, Wan, and Peng (2011) found students’ mean self-rating on homework
difficulty was higher than the teacher’s rating. “To generate homework more relevant to
students, teachers need to have an understanding of homework difficulties that students are
experiencing and the reasons students do not complete their assignments” (Hong et al., 2011, p.
283). It is also important to note that students’ views of homework value and homework effort
are positively related to their achievement as found by Hong, Peng, and Rowell (2009). In fact,
the view that homework completion contributes to learning is widely accepted (Kodippili &
Senaratne, 2008).
Though the majority of students rate the value of completing homework as high
(Richards-Babb, Drelick, Henry, & Robertson-Honecker, 2011) and understand that completing
homework will benefit them, many students still do not complete all of the homework. When
completing a difficult task, a person can push oneself only so far before the effects of mental or
physical depletion are noticed later, a phenomenon known as ego depletion (Alberts, Martijn, &
de Vries, 2011). Ego depletion is a reduction in performance level that follows from brief
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periods of self-control (Alberts et al., 2011). “Knowing what is best for you does not always
lead to behavior that is congruent with that knowledge.” (Alberts et al., 2011, p. 58) When the
feeling of unpreparedness is coupled with ego depletion, students will simply choose not to
continue with increasingly more difficult questions (Price & Yates, 2010).
In summary, even experienced teachers send their students to battle homework questions
for which they may not be ready. Understanding how ego depletion causes a person to fatigue
during homework completion may shed some light on the challenges of homework. It is
imperative students receive guidance during the completion of their homework, for it is too late
to provide guidance after it is turned back to the student. Guidance during homework may
reduce mental fatigue allowing for completion of the homework.
Providing Guidance and Feedback
Online homework affords the student the opportunity to retry problems until he or she
proves mastery of the subject. This tool also has the ability to guide students through difficult
problems with step-by-step prompts and online tutorials. Furthermore, online homework
delivered by the web-based software allows students to reflect on their work immediately as a
result of the instant feedback provided (Cox & Singer, 2011).
Homework questions can be selected by the instructor and randomized to reduce the
likelihood of copying (M. Livingood, personal communication, September 26, 2011). Providing
guidance and feedback in an environment that discourages copying may promote more active,
independent learning. This benefit was supported in a recent study by Richards-Babb et al.
(2011) where the majority of students (61%) reported working alone on online homework.
Online software is available for the purpose of tutoring students in mathematics. “New
intelligent tutoring systems that guide students through math problems much the same way
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human tutors do have been successful in helping students learn math in the classroom”
(Mendicino et al., 2009, p.331). The guidance available during homework completion allows
students to discover their own misconceptions and correct them before continuing on with the
homework set. Results of the study by Maloy, Edwards, and Anderson (2010) demonstrated a
statistically highly significant difference in student test scores for students using an online
tutoring system compared to students who did not use the online tutoring system. In the study by
Richards-Babb et al. (2011), it was found that the majority of students were willing to use the
online homework to learn from their mistakes, and 90.9% of students utilized effective problem
solving techniques online rather than guessing or copying.
Advantages and Disadvantages
While researching related literature, both advantages and disadvantages of the adoption
of web-based homework became evident. Overall students seemed to favor the use of online
homework, though their test results did not always reflect the benefits of online homework.
Weber and Young (2005) found that the use of Blackboard’s online homework system actually
decreased student exam scores during the online homework unit. The researchers also
discovered, through student interviews, students did not feel the need to write down their work
during online homework completion. Lower exam scores were attributed to the students’
dependence on the online format. Consequently, the researchers wondered if a more open-ended
format for the online homework would help improve exam scores (Weber & Young, 2005).
Students in the study also reported they spent less time on online homework assignments than
the traditional homework assignments. Interestingly, Weber and Young found that many
students were not willing to rework a lesson more than once despite the opportunity to do so
online.
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Again, much of the literature addressed how online homework affects achievement,
though some of the results were inconclusive. Kodippili and Senaratne (2008) used MyMathLab
to deliver online homework. The researchers found that the use of online homework benefitted
teachers by allowing for more faculty time with students; however, they found inconclusive
evidence to support the use of online homework to increase student achievement. In his study
comparing web-based homework to paper-based homework, Demirci (2007) found no statistical
differences in grade point averages between the two groups. He recommended future research
investigating students’ perceptions toward web-based testing be conducted in classes where
computer use is not a chief component of the course.
Other research, such as the work of Richards-Babb et al. (2011), found that student
average success rates increased after the implementation of online homework. In fact, their
study showed a 9.9% increase, with a 99.9% confidence interval. Additionally, their study
confirmed that 80.2% of students indicated a positive experience with online homework.
Finally, the researchers discovered that replacing quizzes directly with online homework
significantly improved (p < 0.0005) success rates.
In a study comparing traditional paper-pencil homework to computer-supported
homework by Mendicino et al. (2009), a statistically reliable difference in favor of the computer-
supported condition was found. The researchers found that students learned significantly more
with computer-supported homework than with paper-pencil homework.
The research mentioned here provided insight into the potential benefits of online
homework. Though contradictory evidence was cited, the overall impression of online
homework was favorable. Using these findings, it appeared worthwhile to pursue the research of
students’ perceptions of using online homework in a given mathematics course.
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Students’ Perceptions
Many of the studies reviewed focused on student achievement through the use of online
homework, but also addressed students’ perceptions of online homework. Though achievement
results varied widely, common themes related to student’s perceptions of online homework were
evident in the available literature.
In a study comparing web-based homework to paper-based homework, Cox and Singer
(2011) found the majority of students endorsed the use of online homework, citing that receiving
feedback and being allowed multiple attempts to answer the homework questions provided them
opportunities to think about their work and answers. Interestingly though, more than 70% of the
students felt that paper-based homework better prepared them for the course exams.
Additionally, students perceived collaboration as effective means to homework completion
differently for online homework and traditional paper-based homework. Students reported that
collaboration while completing online homework was inefficient, citing that the randomization
feature of the online software inhibited effective collaboration (Cox & Singer, 2011). The
researchers Der Ching and Yi Fang (2010) found that students who used web-based learning
resources not only learned significantly more, but also had more positive attitudes toward
mathematics learning than students who did not use web-based learning resources. In fact, the
use of computers also seemed to promote students’ learning motivation (Der Ching & Yi Fang,
2010). The improved motivation that can result from the online environment was illuminated in
a recent study; Slagter van Tryon and Bishop (2009) noted that comprehensive technical support,
when provided, helped students by motivating them to know the target better.
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WebAssign
Though many different web-based programs are available for use in mathematics,
WebAssign was chosen for this study because it was partnered with the textbook that was used in
the Applied Calculus class. In addition to the textbook, students paid an additional $17 fee for
the use of WebAssign for the semester. The cost to the college was $5 (M. Livingood, personal
communication, September 26, 2011). WebAssign was created by North Carolina State
University to help the large number of introductory physics students complete their assignments
(Dutton, 2001). One of the main features of WebAssign is the online tutorials that provide
guidance for students during the homework completion. Dutton (2001) explained the other
original advantages of WebAssign:
o Impersonal enforcement of deadlines
o Flexibility in timing
o Flexibility in posting assignments
o Collecting essay responses
o Peer grading of essays
o Providing instructor help
o Ability to enter programmed hints
o Security
o Item analysis of questions
o Archiving class materials
o Student access to grade records.
WebAssign now has a show-your-work feature that encourages students to actively work out the
problem step by step and can also be used for assessment purposes (M. Livingood, personal
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communication, September 26, 2011). According to WebAssign (1997-2010a), the benefits of
using their homework assignment service are:
o Easy to use and available 24/7
o Homework graded instantly and automatically
o Instant feedback on performance
o Ask the instructor a question with a single click
o Request an extension with a single click
o Password-protected access to your class scores
o Student-centered support available live 7 days a week
o Detailed online documentation. (Benefits for Students section)
Additionally, WebAssign partners an e-book with a search feature and read-about-it
feature for students to use out of the classroom. WebAssign also has online videos and tutorials
along with live tutor assistance available seven days a week (WebAssign, 1997-2010b).
WebAssign seems to have the capacity to provide students with online support outside of
class. My hope was that it would benefit my students by providing them immediate feedback
and guidance that I could not while they completed their homework.
Summary
If one believes that technology is an essential part of teaching and learning mathematics,
as The National Council of Teachers of Mathematics (2012) does, then the inclusion of
technology in the classroom is imperative. During the research process, I found evidence that
both supported and contradicted my belief that online homework is beneficial to student learning.
Some studies found decreased test scores as well as inconclusive evidence to support its use,
other studies found strong evidence to support its use. The research revealed connections
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between students’ online support and their ability to continue to push themselves and actively
learn the material. Overwhelmingly, students perceived the use of online homework as
beneficial.
Overall, online homework has the potential to improve the learning environment for
students. A student, quoted as stating, “I did the problem again, found where I went wrong,
correctly did it, and got it right 95% of the time” (Richards-Babb et al., 2011, p. 88) exemplifies
the benefit of online homework. This speaks to the benefit of immediate feedback, guidance,
and the ability to correct mistakes during homework completion. It is this type of support
inherent in online software that allows the student to recover from misconceptions and actively
learn the material.
The expectations for this study were that students would perceive online homework as
worthwhile in terms of learning the material. I hypothesized that online homework would help
guide students while completing their homework and that students would perceive a reduction in
the mental fatigue associated with the completion of difficult tasks. It was also my hope that
online homework software would help identify misconceptions through instant feedback and
allow my students to gain a deeper understanding of mathematics. I also expected a change in
students’ perceptions of online homework by the end of the study. The next chapter explains the
methods of my action research project.
Chapter Three
Research Design and Method
The purpose of this study was to determine students’ perceptions of supplemental online
homework in Applied Calculus. Additionally, the study was conducted to better understand
students’ concerns about online homework, as well as recognize any change in students’
perceptions of online homework after its use.
Information pertinent to this action research project, such as setting, innovation, design,
methods, and analysis strategy, is presented within this chapter. Additionally, the anticipated
outcomes are offered in the expected results. A timeline of the study is also included.
Setting
The study took place during the first half of the semester in a college Applied Calculus
class. The college is located in the Midwest and typically has approximately 4,000 enrolled
students per semester. Two sections of Applied Calculus were offered during both the spring
and fall semesters allowing up to 30 students per section. Twenty-four students enrolled in the
one semester, three-credit course. The 16-week semester schedule permitted three 50-minute
class periods per week. The prerequisite for Applied Calculus is College Algebra, which the
North Dakota University System deemed as “college ready.” Applied Calculus topics include,
but are not limited to, limits, derivatives, integrals, exponential and logarithmic functions, and
applications.
Innovation
Even though all students met the prerequisite for the class, some students needed more
practice than others with regard to homework. In past semesters, I have included a single one-
size-fits-all homework set for the students and have found the homework set does not provide
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everyone the necessary practice needed to master the various topics of the class. Furthermore, I
have been unable to provide feedback to their homework quickly enough so that their
misconceptions did not affect future topics. From past experience, I found timely feedback is
crucial for concept development. Thus, it seemed imperative that the feedback occur quickly. I
believed that my traditional practice of assigning, collecting, grading, and then returning
homework assignments caused a delay in the necessary feedback process which consequently
affects student learning.
The innovation in this study was to change the method of homework delivery and
homework assessment. During the semester, students were required to complete part of their
homework assignments online and part of their homework traditionally. The homework
assignments, online and traditional, remained consistent with the requirements of the college but
varied in the number of open-ended questions and procedural knowledge questions. The online
homework was delivered by WebAssign and required that students receive the access code
bundled together with their textbook. Students were expected to complete their online
homework outside of class through WebAssign and submit this part electronically after
completion, giving them instant feedback.
While completing online homework, online supplements were available to students to
clarify misconceptions immediately. The available supplements were similar exercise problems
with guided procedure, video demonstrations, and an answer check. A traditionally assigned
homework set was turned in the following class period in which the assignment was given. The
assignment was then graded and returned the next class. At a minimum, two days elapsed from
the time the assignment was given until the time it was graded and returned. During each unit,
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both in-class and online assessments were given. After completion of each unit, students were
given a unit test.
Design
This study relied on a mixed methods approach to data analysis. Using qualitative and
quantitative data collection methods provided the best data set in which to interpret students’
perceptions of online homework. By using Likert and Likert-type scales in the student
perception survey, I was able to compare results of the pre- and post-surveys to determine any
change in students’ perceptions. I also used threaded discussions in the online part of the course
to determine students’ perceptions of the available features of WebAssign. In addition, a
teacher’s journal was utilized to record observations, student concerns and comments throughout
the project to better understand students’ perceptions of online homework. Using a combination
of qualitative and quantitative data, I was able to gain a better understanding of students’
perceptions of supplemental online homework.
Description of Methods
Prior to beginning the study, I needed written consent from the college at which I teach
(see Appendix A) to allow the study to be conducted throughout the semester. I also obtained
written approval for this study through the Minot State University’s Institutional Review Board
(see Appendix B) and informed all participating students about the study. Students were
informed of the voluntary nature of the study and completed the student consent form (see
Appendix C). If students elected not to participate, then those students were excluded from all
data collection. Ethical considerations were made to ensure confidentiality of student
identification.
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After the appropriate forms were completed, I administered a pre-survey (see Appendix
D) to determine students’ experience, understanding, and concerns for completing homework
online. This provided a summary of student concerns for the implementation of online
homework which allowed me to address those concerns at the beginning the study. The pre-
survey also served as a vehicle for comparing perceptions to the post-survey (see Appendix E) to
reveal any change in students’ perceptions of homework after using online homework in the
class. Students were reminded of their right to opt-out of the study. In such cases, those students
were excluded from all data collection.
During the course of the study, a teacher journal was kept to record student concerns and
any observations that were pertinent to the project. Students were also required to participate in
online threaded discussions as well as in-class discussions which also served as a vehicle to
observe students concerns and perceptions of online homework. At the conclusion of the action
research project, students completed the post-survey to measure any changes in student
perceptions of supplemental online homework.
All data collected excluded any identifying information. The pre- and post-surveys were
anonymous but required an identification number so that change in perceptions could be tracked.
The teacher journal recorded observations made from the in-class discussions, online threaded
discussions, and daily in-class observations.
Analysis Strategy
The data collection tools used in this study were pre- and post-surveys, and a teacher
journal. The data collection tools were used to help answer the research question: What are
students’ perceptions of supplemental online homework in an Applied Calculus class?
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The pre-survey, given at the beginning of the semester, consisted of seven Likert-scale
questions followed by seven open-ended questions. Student responses to the Likert-scale
questions were coded numerically (Strongly Agree = 5, Agree = 4, No Opinion = 3, Disagree =
2, Strongly Disagree = 1). Negatively worded statements were used within the pre- and post-
surveys in order to reduce response bias and were reverse coded (Strongly Agree = 1, Agree = 2,
No Opinion = 3, Disagree = 4, Strongly Disagree = 5). Paired t-tests of dependent samples were
conducted on corresponding questions 1-7 on the pre- and post-surveys to determine if student
perceptions of homework changed over the course of the study. The null hypothesis was no
difference in student perceptions of homework from the beginning of the study to the end of the
study, d = 0, where d = post – pre. The alternative hypothesis was student perceptions changed
significantly over the course of the study, d ≠ 0. Analysis was done for each of the seven
questions at = 0.05.
The student responses to the open-ended questions allowed me to recognize and address
students’ concerns regarding online homework prior to implementation of supplemental online
homework. Additionally, the open-ended questions of the pre-survey allowed me to summarize
student experience regarding the use of online homework in previous classes.
In addition to the same 7 questions of the pre-survey, the post-survey had an additional
set of 11 Likert-scale questions as well as four open-ended questions. Post-survey results were
analyzed using descriptive statistics for the additional 11 Likert-scale questions.
Qualitative data collected using a teacher journal and the four open-ended questions of
the post-survey were summarized. Using inductive analysis, I summarized prevalent themes for
overall student perception in order to draw conclusions accordingly. By triangulation, I ensured
validity and compared my results to the conclusion from the quantitative analysis.
20
Expected Results
I hypothesized students would benefit from the guidance offered by the online software
during homework completion. I also anticipated that the instant feedback provided would help
correct misconceptions leading to an improved learning atmosphere. From past experience
utilizing online homework, I anticipated an initial reluctance in using the online environment by
students. I also expected technological difficulties along the way: lost Internet access, computer
crashes, etcetera. Despite the obstacles, I hypothesized students would perceive the use of online
homework as beneficial. I also hypothesized a significant change in students’ perceptions of
online homework after using online homework.
Timeline for the Study
This research study took place during the first eight weeks of the 16-week semester
beginning January 9, 2012. The semester was divided into four separate sections where students
completed a formal assessment at the conclusion of each section. Thus, students completed two
unit tests during the course of the study.
Summary
The action research study was completed in an Applied Calculus class to determine
students’ perceptions of online homework. The study relied on a mixed methods approach to
analyze data collected from pre- and post-surveys, teacher journal, and threaded discussion. The
results of my study are discussed next.
Chapter Four
Results and Interpretations
Students were given traditional and online homework assignments throughout the
semester in Applied Calculus. At the beginning of the semester students completed a pre-survey;
mid-semester students completed a post-survey. Throughout the semester students were engaged
in in-class discussions concerning their online homework. I recorded student comments and
concerns in my teacher’s journal. Additionally, students were required to contribute to an online
threaded discussion addressing concerns about the features of WebAssign. These comments
were also recorded in the teacher journal. In this chapter, the survey results are discussed as well
as teacher observations and student comments. The analysis of my research helped determine
student perceptions of online homework in an Applied Calculus class.
Results of Data Analysis
The pre-survey, given at the beginning of the semester, consisted of seven Likert-scale
questions followed by seven open-ended questions. The open-ended questions allowed me to
recognize student concerns regarding online homework. The open-ended questions and student
responses are summarized below.
Question 8: Describe your experience in taking classes online. Have you ever had a
traditional class where the homework was delivered online? If so, describe your impression of
the online homework. Most of students stated that they had some experience in taking classes
online, though several students did not clearly indicate if the class was an online class or a
traditional class with online supplements. A slight majority (58%) of the students had
experience in taking an on-campus class with online homework. Of the students with experience
completing online homework in a traditional on-campus class, most had a favorable opinion of
22
online homework. Several students commented that the online homework was easier to
complete than the traditional homework and cited the online environment as more convenient
when compared to the traditional textbook. Other students believed that more homework was
given when it was delivered online. About one-third (32%) of the students had no experience
with online homework in a traditional on-campus class. The minority of students (11%) had an
unfavorable opinion of online homework in an on-campus class. The opponents to online
homework in an on-campus class cited cost and computer access as a major impediment.
Question 9: Describe your experience with homework in a past math class. Have you
ever taken a math class where the instructor required the completion of web-based homework
(online homework)? If so, describe your feelings about the online homework. Why did you feel
that way? Only a small percentage (11%) of the students had online homework in a math class,
and their experiences were from completely online classes. None of the students had a previous
on-campus math class that utilized online homework.
Question 10: What concerns do you have about the use of online homework in this class?
About one-half (53%) of the students had concerns about the use of online homework in Applied
Calculus. Of the concerned students, most indicated that time was their number one concern,
followed by lack of assistance when working online. Other notable concerns were related to
online grading and computer-related malfunctions. Approximately one-half (47%) of the
students either had no concerns or were looking forward to the use of online homework.
The student responses to the open-ended questions of the pre-survey allowed me to
summarize student experience and concerns regarding the implementation of online homework
in their Applied Calculus class. It appeared that I was largely starting with a blank slate as none
23
of the students had online homework experience in an on-campus math class. I was able to
address the concerns immediately prior to the implementation of the online homework.
The seven pre-survey Likert-scale questions were compared to the same seven questions
on the post-survey. The post-survey had an additional set of 11 Likert-scale questions as well as
four open-ended questions. The results of the seven questions asked on both the pre- and post-
surveys are given in Tables 1 and 2. Results shown are rounded to the nearest tenth of a percent
in Table 1, and the nearest one-thousandth in Table 2. Student responses to the Likert-scale
questions were coded as indicated in parentheses in the response column of Table 1 (Strongly
Agree = 5, Agree = 4, No Opinion = 3, Disagree = 2, Strongly Disagree = 1). Negatively worded
statements were used within the pre- and post-surveys in order to reduce response bias and were
reverse coded (Strongly Agree = 1, Agree = 2, No Opinion = 3, Disagree = 4, Strongly Disagree
= 5).
After reviewing the data in Tables 1 and 2, it appeared that homework completion was
improved by the use of online homework. Also, it appeared that the online grading feature of
WebAssign enhanced students’ perception of timely feedback with respect to homework
assignments. Unfortunately, fewer students strongly agreed that completing homework gave
them a deeper understanding of the mathematical concepts of the class, and regrettably, mental
fatigue while completing homework was unchanged. Surprisingly, students expressed their
inability to find adequate assistance when completing the online homework and there was no
change in guessing at answers when completing the homework.
24
Table 1
Pre-Survey and Post-Survey Results (Questions 1-7)
Statement Response
Pre-Survey
(%) Post-Survey (%)
1. 1. I complete all of my
homework.
Strongly Agree (5)
Agree (4)
No opinion (3)
Disagree (2)
Strongly Disagree (1)
26.3
63.2
10.5
0.0
0.0
68.4
21.1
10.5
0.0
0.0
2. 2. I feel mentally fatigued
while completing my
homework.
Strongly Agree (1)
Agree (2)
No opinion (3)
Disagree (4)
Strongly Disagree (5)
0.0
42.1
36.8
21.1
0.0
5.3
42.1
31.6
15.8
5.3
3. 3. When I am stuck on my
homework, I am able to find
assistance to help me complete
it.
Strongly Agree (5)
Agree (4)
No opinion (3)
Disagree (2)
Strongly Disagree (1)
15.8
63.2
10.5
10.5
0.0
15.8
63.2
5.3
15.8
0.0
4. 4. I receive timely feedback on
all homework.
Strongly Agree (5)
Agree (4)
No opinion (3)
Disagree (2)
Strongly Disagree (1)
10.5
42.1
31.6
15.8
0.0
42.1
47.3
0.0
10.5
0.0
5. 5. I am given opportunities to
learn from my homework
mistakes.
Strongly Agree (5)
Agree (4)
No opinion (3)
Disagree (2)
Strongly Disagree (1)
26.3
31.6
31.6
10.5
0.0
36.8
31.6
21.1
10.5
0.0
6. 6. I often guess at my answers
when completing my
homework.
Strongly Agree (1)
Agree (2)
No opinion (3)
Disagree (4)
Strongly Disagree (5)
5.3
10.5
10.5
63.2
10.5
0.0
10.5
21.1
63.2
5.3
7. 7. Completing homework gives
me a deeper understanding of
the mathematical concepts of
the class.
Strongly Agree (5)
Agree (4)
No opinion (3)
Disagree (2)
Strongly Disagree (1)
57.9
36.8
5.3
0.0
0.0
36.8
52.6
5.3
5.3
0.0
25
Table 2
Means and Standard Deviations of Pre- and Post-Surveys (Questions 1-7)
M SD
Question N
Pre-
Survey
Post-
Survey
Pre-
Survey
Post-
Survey
8. 1. I complete all of my homework. 19 4.158 4.579 0.602 0.692
9. 2. I feel mentally fatigued while completing
my homework.
19 2.790 2.737 0.787 0.991
3. When I am stuck on my homework, I am
able to find assistance to help me complete it.
19 3.842 3.789 0.834 0.918
4. I receive timely feedback on all homework. 19 3.474 4.211 0.905 0.918
5. I am given opportunities to learn from my
homework mistakes.
19 3.737 3.947 0.991 1.026
6. I often guess at my answers when
completing my homework.
19 3.633 3.632 1.012 0.761
7. Completing homework gives me a deeper
understanding of the mathematical concepts
of the class.
19 4.526 4.211 0.612 0.787
Paired t-tests of dependent samples were conducted on corresponding questions 1-7 on
the pre- and post-surveys to determine if student perceptions of homework changed over the
course of the study. The null hypothesis was no difference in student perceptions of homework
from the beginning of the study to the end of the study, d = 0, where d = post – pre. The
alternative hypothesis was student perceptions changed significantly over the course of the study,
d ≠ 0. Analysis was done for each of the seven questions at = 0.05. Significant changes were
found for questions 1 and 4, but no significant changes were found for questions 2, 3, 5, 6, and 7.
Results are listed in Table 3.
26
Table 3
Paired T-Test Results for the Pre- and Post-Surveys (Questions 1-7)
Difference Sample Difference Standard Error df t p
Post 1 – Pre 1 0.421 0.192 18 2.191 0.042*
Post 2 – Pre 2 -0.526 0.209 18 -0.252 0.804
Post 3 – Pre 3 -0.053 0.259 18 -0.203 0.841
Post 4 – Pre 4 0.737 0.295 18 2.501 0.022*
Post 5 – Pre 5 0.211 0.249 18 0.846 0.408
Post 6 – Pre 6 0.000 0.242 18 0.000 1.000
Post 7 – Pre 7 -0.316 0.172 18 -1.837 0.083 * Indicates significance at the α = 0.05 level.
Based on the p-values, there is sufficient evidence to support the claim that there is a
significant difference between student perceptions of homework on the pre- and post-surveys for
question 1 and question 4. Students rated these questions significantly higher on the post-survey.
Thus, over the course of the study, students’ perceptions about their completion of and timely
feedback on all homework improved.
The post-survey, given mid-semester, consisted of 18 Likert-scale questions followed by
four open-ended questions. The open-ended questions allowed students to summarize concerns
regarding online homework. The last 11 Likert-scale questions (8-18) on the post-survey were
given to determine student perceptions of online homework after using the online system
WebAssign. The results of the 11 questions asked on the post-survey are given in Table 4.
Results (percentages of respondents) shown are rounded to the nearest tenth of a percent. To
calculate the arithmetic mean of each statement, positive statements were coded as indicated in
the Response column (Strongly Agree = 5, Agree = 4, No Opinion = 3, Disagree = 2, Strongly
Disagree = 1) and reverse coded for negative statements (Strongly Agree = 1, Agree = 2, No
Opinion = 3, Disagree = 4, Strongly Disagree = 5). Thus, a larger mean value suggests a more
27
positive student perception. Mean Likert-Scale responses were rounded to the nearest
thousandth.
Table 4
Post-Survey Results (Questions 8-18)
Statement Response Post-Survey (%)
Mean Likert-
Scale Response
8. I complete all of my
homework when it is available
online.
Strongly Agree (5)
Agree (4)
No opinion (3)
Disagree (2)
Strongly Disagree (1)
36.8
47.4
15.8
0.0
0.0
4.211
9. I complete all of my
homework when it is paper-
pencil based.
Strongly Agree (5)
Agree (4)
No opinion (3)
Disagree (2)
Strongly Disagree (1)
36.8
31.6
21.1
10.5
0.0
3.947
10. I have trouble gaining
access to the Internet for
online homework.
Strongly Agree (1)
Agree (2)
No opinion (3)
Disagree (4)
Strongly Disagree (5)
0.0
5.3
5.3
26.3
63.2
4.474
11. The directions in the
online homework are
confusing.
Strongly Agree (1)
Agree (2)
No opinion (3)
Disagree (4)
Strongly Disagree (5)
5.3
15.8
15.8
31.6
31.6
3.684
12. The online grading is fair. Strongly Agree (5)
Agree (4)
No opinion (3)
Disagree (2)
Strongly Disagree (1)
15.8
47.4
10.5
21.1
5.3
3.474
13. Online homework should
be used throughout this
course.
Strongly Agree (5)
Agree (4)
No opinion (3)
Disagree (2)
Strongly Disagree (1)
31.6
36.8
21.1
5.3
5.3
3.842
28
Table 4
Continued
Statement Response Post-Survey (%)
Mean Likert-
Scale Response
14. I would like to use online
homework in all of my
classes.
Strongly Agree (5)
Agree (4)
No opinion (3)
Disagree (2)
Strongly Disagree (1)
10.5
10.5
31.6
15.8
31.6
2.526
15. Computer glitches or
problems can affect my grade.
Strongly Agree (1)
Agree (2)
No opinion (3)
Disagree (4)
Strongly Disagree (5)
10.5
26.3
42.1
15.8
5.3
2.789
16. The online software offers
helpful guidance when I am
stuck on a problem.
Strongly Agree (5)
Agree (4)
No opinion (3)
Disagree (2)
Strongly Disagree (1)
5.3
10.5
26.3
42.1
15.8
2.474
17. Paper-pencil homework
demands more critical
thinking than online
homework.
Strongly Agree (1)
Agree (2)
No opinion (3)
Disagree (4)
Strongly Disagree (5)
0.0
21.1
10.5
68.4
0.0
3.474
18. Online homework helps
me prepare for tests better
than traditional homework.
Strongly Agree (5)
Agree (4)
No opinion (3)
Disagree (2)
Strongly Disagree (1)
10.5
31.6
36.8
21.1
0.0
3.316
After reviewing the data in Table 4, it was apparent that more students were completing
all of their online homework than all of their paper-pencil based homework. Overall, students
did not find the directions in the online homework confusing and found that the online grading
was fair. Most students did not have trouble gaining access to the computer or have computer
glitches that affected their grades. Unfortunately, students did not find the online software
helpful in offering guidance during homework completion, nor did the majority of students find
that online homework helped them prepare for tests better than traditional homework. In spite of
29
that, the majority of students thought that online homework should be used throughout the
Applied Calculus class and many stated that they preferred online homework to traditional
homework. Surprisingly, the majority of students did not want to use online homework in all of
their classes.
The post-survey contained four open-ended questions with the purpose of summarizing
the students’ overall impressions of online homework. The questions and student responses are
summarized below.
Question 19: Do you believe that online homework helped you understand the concepts
of Applied Calculus? Explain why or why not. The majority of students stated that they believed
that online homework enhanced their understanding of the topics of Applied Calculus. Several
students cited their appreciation of the instant feedback offered by the online software. The
responses were not unanimous in support of online homework however. A few students voiced
their displeasure with the online homework. Their main concern was the time taken to complete
assignments. Interestingly, many students stated that the online homework was actually less
time consuming. Overwhelmingly, though, the students seemed to like the online homework and
endorsed its use.
Question 20: Do you prefer online homework over traditional homework? Explain why
or why not. Students were clearly divided here. Seven of the students preferred traditional
homework over online citing that the computer could not recognize correct, yet different,
answers. Twelve of the students stated that the instant feedback of the computer software helped
them to correct errors and proceed. The majority of students preferred online over traditional
homework.
30
Question 21: Do you believe online homework is worthwhile? Explain why or why not.
Again, students had strong opinions on this one. Four students did not find the online homework
worthwhile; 15 students found it helpful but with varying degrees. Overall, students believed
that online homework was worthwhile.
Question 22: What additional comments/concerns do you have? Many students
commented that the online tutors on WebAssign were of little help. Several students
recommended that the professor use online homework for all topics discussed and that all the
questions should have examples linked to them. Only a single student cited cost as a reason to
not use WebAssign.
Triangulating the results above with the threaded discussion and teacher’s journal, it
appears that students approved of the usage of online homework but were disappointed with
some of the guidance features of WebAssign. Notably, students commented that the online
tutors were inefficient in dealing with their specific questions, citing that it was too time-
consuming to join in the tutor help. Students overwhelmingly endorsed the show-me-another
version guidance feature of WebAssign as well as the available videos and recorded tutorials.
Interpretation of Results
The paired t-test results clearly indicated a change of student opinion regarding
homework completion and timeliness of feedback when comparing pre- and post-survey results.
Upon completion of the research, it was evident that students were in fact completing their
homework. Related to this result is the increase in positive experience of receiving timely
feedback. Surprisingly, the online software did not alleviate mental fatigue as students
completed their homework. Evidence collected by the research suggests that the online software
did not provide adequate assistance during homework completion. Related to this, students did
31
not find that they were learning from their mistakes. Consequently, students continued to guess
at answers at a similar rate of that of traditional homework. Students were asked to rate the level
of agreement to the statement, “Completing homework gives me a deeper understanding of the
mathematical concepts of the class” on both the pre- and post-surveys. Regrettably, the
percentage of students that agreed with the statement fell from 94.7% to 89.4% after the
implementation of online homework. In spite of those statistics, students responded favorably to
post-survey Question 19: Do you believe that online homework helped you understand the
concepts of Applied Calculus? Explain why or why not. The majority of students stated that
they believed that online homework enhanced their understanding of the topics of Applied
Calculus.
Examining mean Likert-scale response values for the post-survey revealed that students
were completing both online and traditional homework, had little trouble gaining access to
WebAssign, and preferred to use online homework throughout the semester. Interestingly,
students did not want to use online homework in other classes. Students did not find that the
online software offered them guidance through their homework, but overwhelmingly supported
its use.
I was quite surprised by student involvement regarding this action research. Many
students offered information about the online software that I was not aware of. For example,
students stated that, though the online tutors that were available 24 hours a day, a large wait time
was typical when approaching tutors for help. Initially, the students viewed the availability of
24-hours-a-day tutors favorably, but soon found it inefficient for specific assistance.
Additionally, I was impressed with how willingly students shared their successes and failures
32
with the online homework. Students also shared online homework strategies via online threaded
discussion with one another.
I expected students to appreciate the instant feedback, and they did. I expected students
to respond favorably to the guidance offered by the online software, but they did not. In fact,
overwhelmingly, students were not impressed with the online support offered by WebAssign.
Also, I expected students to feel less mentally fatigued when using WebAssign. Unfortunately,
the results suggest otherwise. Students were no less fatigued completing online homework.
I am very satisfied with the results of this project. I understand student perceptions of
online homework better than I did prior to the research and found some of my assumptions were
wrong. This was a successful Applied Calculus class. I have a greater percentage of students
that passed the class than previous semesters, though I did not intend to make that comparison as
part of this study.
Summary
Chapter Four offered the results of the implementation of online homework in an Applied
Calculus class and student perceptions of such implementation. Pre- and post-survey responses
were analyzed revealing insight to student perceptions of online homework. The conclusions of
the research, reflections, and recommendations are discussed in Chapter Five.
Chapter Five
Conclusions, Action Plan, Reflections, and Recommendations
The purpose of this study was to determine students’ perceptions of supplemental online
homework in an Applied Calculus class. Online software, WebAssign, was used in my class as a
supplemental homework delivery tool. Two surveys were given to the students; a pre-survey
was given at the beginning of the study, and a post-survey was given mid-semester at the
conclusion of the study. Overwhelmingly, students responded favorably to the use of online
homework. In this chapter, I discussed the findings of my study as well as my action plan and
recommendations for others considering the use of online homework.
Conclusions
At the beginning of the study students were asked about their experience and concerns
regarding online homework. The majority of students had some form of online homework
experience in a previous class, though no student in this study had experience using online
homework in an on-campus math class. The main student concerns prior to the study were
issues of time and availability of assistance during homework completion. Knowing these
concerns allowed me to address the issues of timeliness and online help prior to the
implementation of online homework. The WebAssign software estimated assignment
completion times and offered tutors via phone and reference to an e-book. I found that students
appreciated knowing how much time should be set aside for their homework. Students were not
satisfied with the available tutors through WebAssign however.
Students were also given seven identical Likert-scale questions on pre- and post-surveys.
The responses of the seven questions asked on both surveys served as a comparison between pre-
perceptions and post-perceptions. Paired t-tests of dependent samples suggested a significant
34
positive change from pre-survey to post-survey in student perception regarding homework
completion and timeliness of feedback. There were no statistically significant differences found
in student perceptions regarding mental fatigue, homework assistance, learning from mistakes,
and guessing at answers from pre-survey to post-survey. I was a little surprised that students did
not feel a decline in mental fatigue during homework completion while completing their
homework online. Perhaps the students’ poor perceptions of WebAssign’s online help
contributed to the lack of reduction in mental fatigue. It follows that guessing at answers would
contribute to a lesser understanding of the material.
Student perceptions regarding homework completion as giving a deeper understanding of
mathematical concepts actually decreased slightly according to the result of the paired t-test of
the pre- and post-survey question 7. However, this finding was contradictory to the student
responses from one of the four open-ended questions given on the post-survey, Question 19: Do
you believe that online homework helped you understand the concepts of Applied Calculus? The
majority of students stated that they believed that online homework enhanced their understanding
of the topics of Applied Calculus. Several students credited instant feedback offered by the
online software as helpful in enhancing their understanding.
The majority of students preferred online homework over traditional homework as
evidenced in the responses of post-survey Question 20: Do you prefer online homework
over traditional homework? Explain why or why not. Though most students preferred
online over traditional homework, many complaints were made about the computer’s
inability to recognize correct, yet different, answers.
Despite some the alleged deficiencies of online assistance, the majority of students found
the online homework worthwhile as indicated by the responses of Question 21: Do you believe
35
online homework is worthwhile? Overall, students believed that online homework was
worthwhile and wanted to continue its usage throughout this class. Issues of cost and computer
access were not significant.
The study was a success. Student perceptions regarding online homework were revealed,
and the students experienced success in learning the topics of Applied Calculus.
Action Plan
Based on the results of this study, I will use online homework again and am excited to
continue to work with the students in determining the best online platform. Though I have some
experience in teaching online classes, I have had little experience in using online homework
supplemental to my on-campus classes. I doubt that I used WebAssign to its full potential and
am eager to learn how to use it and other platforms more effectively.
Moving forward, I plan to use online homework in Applied Calculus again and am
currently working within my department’s Developmental Mathematics Committee to utilize
online software. As a result of the study, I am even more excited about the use of supplemental
online homework in all of my math classes. I will follow similar steps to this study in terms of
evaluating student concerns about the implementation of online homework at the beginning of
the semester. Students in this study seemed to appreciate addressing their concerns prior to
implementation, and I expect future students will too. Additionally, I will investigate the online
support features within the online homework delivery software thoroughly to ensure that is
supplies adequate assistance to the students during homework completion. I believe that
adequate assistance may be the key in reducing mental fatigue associated with homework
completion.
36
Reflections and Recommendations for Teachers
The study was a success and revealed students’ perceptions of online homework. Some
of the results were as expected while others were quite surprising. I expected homework
completion to increase and was eager to see how students reacted to the instant feedback. I
would say that the results were predictable and I am happy that the results for those items turned
out as they did. I was a bit disappointed that students did not perceive a reduction in mental
fatigue as a result of using the online homework, but I appreciate knowing this information. I
believe that supplemental online homework has the potential to reduce mental fatigue, but this
study did not reveal that. With additional assistance available during homework completion,
students may find navigating through the math concepts easier. Perhaps various links to specific
tutorial videos would help.
At the beginning of the study, I had intended to analyze the number of attempts made per
question per student to see if there was some connection to students’ perceptions of online
homework. During the study, however, I found that the number of attempts made per student per
question varied greatly. Upon further investigation, I discovered that many students opened up
the online homework, printed the assignment, left the online software open, and completed the
assignments using pencil and paper. This greatly exaggerated the time spent on the online
homework, but reduced the number of attempts. As a result, I decided to omit these data from
the study.
Knowing what I know now as a result of the study, I would change a few things when
implementing online homework in the future. I would supply a pre-survey as I did with this
study, but I would also schedule a day in the computer lab to help students familiarize
themselves with the online system. In this study, I had students self-enroll and learn the system
37
on their own. For some, this provided little challenge, but for others, this was quite stressful.
Removing the element of stress initially may have made the debut a little less abrupt. In this
study, I required students to participate in online threaded discussions and would continue to do
so in the future, but would require them weekly. Also, I would schedule more time for myself to
learn the system. In this study, I participated in a one-on-one tutorial offered by WebAssign.
This session was extremely helpful, but I did not participate in any follow-up tutorials, though
WebAssign was very willing to provide free assistance. I do believe that additional tutorials
would have allowed me to use the system nearer its potential. I have many friends and
colleagues that utilize online software to some degree in their classrooms. Though I did discuss
ideas with some of them, I may have been better served collaborating in more detail with all of
them as well as others in the profession.
My recommendation to all instructors is to implement supplemental online homework in
their classrooms. Students in the study completed the online homework, learned the material,
and endorsed its use. I also advise that instructors learn the system well in advance so that they
can take advantage of all the features of the online software. Additionally, take time at the
beginning of the semester to address student concerns and demonstrate the system with the
students. In addition, collaborate with others using online software to learn innovative ways of
unlocking its potential. Also, encourage students to collaborate by way of online threaded
discussions. Finally, I would suggest that, though implementing a new system will require
substantial work, it is worth it. I had never used supplemental online homework before in
Applied Calculus but am very satisfied that I took the plunge and tried it. It paid off, and I am
excited to use it in the future.
38
If an instructor is considering action research, I would encourage a thorough literature
review. At the beginning of my action research, I knew what topic I wanted to explore; that was
the easy part. I had never conducted action research but was eager to learn. Researching peer-
reviewed articles provided a framework of what was expected and offered examples of other
research. This information was pivotal in the implementation of my action research. By reading
what others had done, I was able to narrow my focus to the topics that I believed were most
important to my research. I have since researched other articles for topics outside of my study
and found that by knowing how to research and review available literature, I was able to make
well-informed decisions and had the statistics to support the decisions made. Reflecting on my
action research, I believe that the research itself was the easy part; conveying my message on
paper was the hardest part. The literature review, however, was the most important part.
Summary
The action research project really changed how I view teaching. Teaching is not static.
A teacher cannot simply create one successful set of lesson plans and recycle them indefinitely.
Teaching is dynamic, changing as fast as the world around does. The topic of my action research
was specific and useful, but it was the process of the action research that had the most profound
effect on me. I more clearly see the available literature and feel empowered to conduct my own
research now.
I wholeheartedly endorse action research as a means of improving both the classroom and
the instructor. My study permitted me to implement supplemental online homework and assess
student perceptions of its use. I found success in its implementation, but also recognized new
questions to be asked and researched. The specific successes found were increased homework
completion, better feedback for student work, and the endorsement from students about further
39
use of online homework. The questions requiring further research pertain to the reduction of
mental fatigue and obtaining a deeper understanding of the concepts of the class. Action
research is cyclical in nature. Once action research begins, it really never ends!
40
References
Alberts, H. M., Martijn, C., & de Vries, N. K. (2011). Fighting self-control failure: Overcoming
ego depletion by increasing self-awareness. Journal of Experimental Social Psychology,
47(1), 58-62. doi:10.1016/j.jesp.2010.08.004
Cox, T. B., & Singer, S. L. (2011). Taking work out of homework. Mathematics Teacher,
104(7), 514-519.
Demirci, N. (2007). Developing web-based homework system to evaluate students’ homework
performance and physics achievement. AIP Conference Proceedings, 899(1), 487-488.
doi:10.1063/1.2733249
Der Ching, Y., & Yi Fang, T. (2010). Promoting sixth graders’ number sense and learning
attitudes via technology-based environment. Journal of Educational Technology &
Society, 13(4), 112-125.
Dutton, J. C. (2001). WebAssign: A better homework tool. Retrieved from The Technology
Source Archives at the University of North Carolina Web site:
http://technologysource.org/article/webassign/
Hong, E., Peng, Y., & Rowell, R. (2009). Homework self-regulation: Grade, gender, and
achievement-level differences. Learning and Individual Differences, 19, 269-276.
Hong, E., Wan, M., & Peng, Y. (2011). Discrepancies between students and teachers perceptions
of homework. Journal of Advanced Academics, 22(2), 280-308.
Kodippili, A., & Senaratne, D. (2008). Is computer-generated interactive mathematics homework
more effective than traditional instructor-graded homework? British Journal of
Educational Technology, 39(5), 928-932.
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Maloy, R. W., Edwards, S. A., & Anderson, G. (2010). Teaching math problem solving using a
web-based tutoring system, learning games, and students' writing. Journal of STEM
Education, 11(2), 82-90.
Mendicino, M., Razzaq, L., & Heffernan, N. (2009). A comparison of traditional homework to
computer-supported homework. Journal of Research on Technology in Education, 41(3),
331-359.
National Council of Teachers of Mathematics. (2012). The technology principle. Retrieved from
http://www.nctm.org/standards/content.aspx?id=26809
Price, D., & Yates, G. R. (2010). Ego depletion effects on mathematics performance in primary
school students: why take the hard road? Educational Psychology, 30(3), 269-281.
doi:10.1080/01443410903563330
Richards-Babb, M., Drelick, J., Henry, Z., & Robertson-Honecker, J. (2011). Online homework,
help or hindrance? What students think and how they perform. Journal of College
Science Teaching, 40(4), 81-93.
Slagter van Tryon, P. J., & Bishop, M. J. (2009). Theoretical foundations for enhancing social
connectedness in online learning environments. Distance Education, 30(3), 291-315.
WebAssign. (1997-2010a). How it works. Retrieved from http://www.webassign.net/
how_it_works/
WebAssign. (1997-2010b). Student support. Retrieved from http://www.webassign.net/
user_support/student/index.html
Weber, B., & Young, L. (2005). The effects of online homework within a college algebra course:
An action research project. Journal of Educational Computing, Design and Online
Learning, 6, 1-10.
Appendices
43
Appendix A
Consent of College
44
Appendix B
Minot State University IRB Consent Form
45
Appendix C
Student Consent Form
What are Students’ Perceptions of Supplemental Online Homework in an Applied Calculus
Class?
David Peterson
Invitation to Participate
You are invited to participate in a study of students’ perceptions of online homework in Applied
Calculus. Online homework software, WebAssign, provides guidance during homework
completion, instant feedback for submitted homework, and offers multiple attempts for
completing online homework. The study will examine students’ perceptions of online
homework. The study is being completed by David Peterson, Assistant Professor of
Mathematics at Bismarck State College, and a graduate student at Minot State University.
Basis for Subject Selection
You have been selected because you are in my Applied Calculus class. The Applied Calculus
class was chosen because the curriculum is appropriate for this study. If everyone agrees to
participate there will be approximately 25 students who meet the criteria for the study.
Purpose of the Research
I am currently completing work toward my Masters of Arts in Teaching: Mathematics degree
through Minot State University. For my final degree requirement, I am conducting an action
research project during the spring 2012 semester, January 11th
through March 2nd
. The purpose
of this study is to determine students’ perceptions of supplemental online homework in an
Applied Calculus class.
Specific Procedures
In this Applied Calculus class we will cover the normal Applied Calculus curriculum while
completing homework online as well as traditionally throughout the class. At the beginning of
the study, you will complete a pre-treatment student survey to assess current attitudes toward the
traditional and online homework. Throughout the semester, you will complete homework online
using WebAssign and also traditionally using textbook and paper. WebAssign is a web-based
homework assignment service that offers tutorial guidance during homework completion. I will
note the number of times you attempt each online homework problem to see if there is a
relationship between attempts and student perceptions of online homework. I will record student
concerns in a teacher-journal to monitor student perceptions of the online homework. At the end
of the eighth week of the semester, students will complete a survey to assess you current
46
attitudes toward the use of online homework. Survey responses, homework attempts, and my
observations will be analyzed to determine student perceptions of online homework. None of the
students in my class will be identified in my results. Mr. Daniel Leingang, Math and Computer
Technologies Department Chair – BSC, approved this research study.
Duration of Participation
You will be asked to complete two surveys in class during the duration of the study. The pre-
treatment survey will be given during the first week of the semester, January 13, 2012. You are
also expected to share concerns and comments regarding the use of online homework throughout
the study, which concludes at the end of the eighth week of the semester, March 2, 2012. At the
conclusion of the study, March 2, 2012, you will be asked to complete the post-treatment survey.
Benefits to the Individual
The study may show students’ perception of using supplemental online homework in an Applied
Calculus class. The results may be used to improve homework delivery practices thereby
promoting the learning experience in this class as well as others.
Risks to the Individual
The risks to the students are no more than he/she would encounter in a regular classroom setting.
Confidentiality
All data will be treated confidentially by the researcher. Names of participants and their data sets
will kept in a locked filing cabinet or password-protected computer in the researcher’s office and
will be destroyed once the paper has been defended and approved. The researcher agrees to
maintain strict confidentiality which means none of the students’ name will be discussed or
divulged with anyone outside of this research project. The researcher will also make sure
confidential information will not be discussed in an area that can be overheard that would allow
an unauthorized person to associate or identify the student with such information.
Voluntary Nature of Participation
During this study, your survey responses and scores do not have to be included. However, I hope
you are willing to participate in this study because a large sample size improves the accuracy of
the results of my study. If you decide to participate, you are free to withdraw your consent at any
time. If you do not consent or withdraw your consent, your data will not be included in my
results and you will not complete the surveys, but you will still be asked to complete the online
homework sets since these are a regular part of my course.
Human Subject Statement
The Institutional Review Board of Minot State University has given me permission to conduct
this research. If you have questions regarding the right of research subjects, please contact the
47
Chairperson of the MSU Institutional Review Board (IRB), Dr. Vicki Michels at 701-858-3594
Offer to Answer Questions
If you have any questions or concerns now or during the study, feel free to contact me at 701-
224-2430 or email me at [email protected]. Thank you for your
consideration.
Consent Statement
You are voluntarily making a decision whether or not to participate in this study. With your
signature below, you are indicating that upon reading and understanding the above information,
you agree to allow your student’s survey and questionnaire results to be used in this study. You
will be given a copy of the consent form to keep.
___________________________________
Participant (Please Print Student’s Name)
___________________________________ __________________
Signature of Participant Date
___________________________________ __________________
Signature of Researcher Date
48
Appendix D
Student Perceptions of Online Homework Pre-Survey
The purpose of this survey is to help your instructor understand student perceptions of online
homework. It is designed for students with or without experience in the online environment.
Directions: The statements below pertain to homework in a mathematics class. Check only one
box that accurately reflects your opinion of the statement. Answer the questions that follow
honestly. All results are confidential. Do not sign your name on this document.
Survey Identification Number: *146-## *This number will match your Post-Survey.
Strongly
Agree
Agree No Opinion Disagree Strongly
Disagree
1. I complete all of my math
homework.
2. I feel mentally fatigued while
completing my homework.
3. When I am stuck on my
homework, I am able to find
assistance to help me
complete it.
4. I receive timely feedback on
all homework.
5. I am given opportunities to
learn from my homework
mistakes.
6. I often guess at answers when
completing my homework.
7. Completing homework gives
me a deeper understanding of
the mathematical concepts of
the class.
49
The following questions will be used to help determine students’ experience and concerns of online
homework. Responses are anonymous; please do not write your name on this questionnaire. Please
reply to the question honestly and thoughtfully.
8. Describe your experience in taking classes online.
a. Have you ever had a traditional class where the homework was delivered online?
b. If so, describe your impression of the online homework.
9. Describe your experience with homework in a past math class.
a. Have you taken a math class where the instructor required the completion of web-based
homework (online homework)?
b. If so, describe your feelings about the online homework.
c. Why did you feel that way?
10. What concerns do you have about the use of online homework in this class?
50
Appendix E
Student Perceptions of Online Homework Post-Survey
The purpose of this survey is to help your instructor understand student perceptions of online
homework. It is designed for students with experience in the online environment.
Directions: The statements below pertain to homework in a mathematics class. Check only one box
that accurately reflects your opinion of the statement. All results are confidential. Do not sign your
name on this document.
Survey Identification Number: *146-## *This number matches your Pre-Survey.
Strongly
Agree
Agree No Opinion Disagree Strongly
Disagree
1. I complete all of my math
homework.
2. I feel mentally fatigued while
completing my homework.
3. When I am stuck on my
homework, I am able to find
assistance to help me
complete it.
4. I receive timely feedback on
all homework.
5. I am given opportunities to
learn from my homework
mistakes.
6. I often guess at answers when
completing my homework.
7. Completing homework gives
me a deeper understanding of
the mathematical concepts of
the class.
51
Strongly
Agree
Agree No Opinion Disagree Strongly
Disagree
8. I complete all of my
homework when it is
available online.
9. I complete all of my
homework when it is paper-
pencil based.
10. I have trouble gaining access
to the Internet for online
homework.
11. The directions in the online
homework are confusing.
12. The online grading is fair.
13. Online homework should be
used throughout this course.
14. I would like to use online
homework in all of my
classes.
15. Computer glitches or
problems can affect my grade.
16. The online software offers
helpful guidance when I am
stuck on a problem.
17. Paper-pencil homework
demands more critical
thinking than online
homework.
18. Online homework helps me
prepare for tests better than
traditional homework.
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The following questions will be used to help determine students’ overall impression of online
homework as it has been used in Applied Calculus. Responses are anonymous; please do not write
your name on this questionnaire. Please reply to the question honestly and thoughtfully.
19. Do you believe that online homework helped you understand the concepts of Applied Calculus?
Explain why or why not.
20. Do you prefer online homework over traditional homework? Explain why or why not.
21. Do you believe online homework is worthwhile? Explain why or why not.
22. Additional comments/concerns:
