THE EFFECTS OF ONLINE HOMEWORK ON ACHIEVEMENT IN …

THE EFFECTS OF ONLINE HOMEWORK ON

ACHIEVEMENT IN COLLEGE PREPARATORY

MATHEMATICS CLASSES

A Thesis Presented to the Faculty of

California State University, Stanislaus

In Partial Fulfillment of the Requirements for the Degree

of Master of Arts in Education

By Brian Chubon

May 2015

http://www.pdfcomplete.com/cms/hppl/tabid/108/Default.aspx?r=q8b3uige22

CERTIFICATION OF APPROVAL

THE EFFECTS OF ONLINE HOMEWORK ON

ACHIEVEMENT IN COLLEGE PREPARATORY

MATHEMATICS CLASSES

by Brian Chubon

Dr. Dawn Poole Professor of Educational Technology

Dr. Oddmund Myhre Interim Dean, College of Education

Date

Date

Signed Certification of Approval Page is on file with the University Library


© 2015

Brian Chubon ALL RIGHTS RESERVED


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DEDICATION

This is dedicated to my wife Katy for always standing by me, and to all of my

students, past, present and future; never give up on your education.


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ACKNOWLEDGEMENTS

I would like to thank Dr. Dawn Poole for all of her guidance and support. This

thesis would have never been written without you. I would also like to thank Mrs.

Judy Viney for her help with the statistical analysis in this paper. I would further like

to thank Pearson Publishing for their support of this thesis; in particular Mr. Brian

Buckley, Mrs. Maddy Kadish, and Mrs. Dina Yankelewitz. Their support was

instrumental in setting up and using the online homework site

mathXLforschools.com. Without their help this thesis would have been far more

difficult to write.


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TABLE OF CONTENTS

PAGE Dedication ........................................................................................................... iv Acknowledgements .............................................................................................. v List of Tables ....................................................................................................... viii List of Figures...................................................................................................... ix Abstract ............................................................................................................... x CHAPTER

I. Introduction ........................................................................................ 1 Statement of the Problem ........................................................ 2 Significance of the Study ........................................................ 2 Research Question .................................................................. 3 Theoretical Framework……………………………………….. 4 Definitions…………………………………………………….. 6 Summary………………………………………………………. 6

II. Review of Literature ........................................................................... 7 Traditional Homework vs. Computer-Supported Homework ... 7 Summary ................................................................................ 15

III. Methods ............................................................................................. 17 Sample .................................................................................... 17 Procedures .............................................................................. 18 Instrument…..…………………………………………………. 19 Data Analysis………………………………………………….. 20 Summary………………………………………………………. 20

IV. Results................................................................................................ 21 Findings .................................................................................. 21 Summary ................................................................................ 26

V. Discussions and Recommendations .................................................... 27


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Summary of Results ................................................................ 27 Discussion .............................................................................. 28 Recommendations…………………………………………….. 32 References ........................................................................................................... 36


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LIST OF TABLES TABLE PAGE 1. Effect of Using MXL Homework vs. Textbook Homework on Quarter 3

Benchmark Scores ......................................................................................... 22

2. Effectiveness of MXL Homework vs. Textbook Homework on Quarter 3 Benchmark Scores After Controlling for Existing Differences Using Quarter 1 Benchmark Scores ......................................................................................... 23

3. Effectiveness of MXL Homework vs. Textbook Homework on Change in Quarter 1 Benchmark Score to Quarter 3 Benchmark Score ........................................ 23

4. Effectiveness of Using MXL on Student Achievement on the Spring Semester Final .............................................................................................................. 24

5. Effectiveness of MXL vs. Textbook homework on Spring Semester Final Exam Score After Controlling for Existing Differences Using Fall Semester Final Exam Score…………………………………………………………………………… 25

6. Effectiveness of MXL Homework vs. Textbook Homework on Change in Fall Semester Final Exam Score to Spring Semester Final Exam Score…………… 25


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ABSTRACT

This study investigated the effects the online homework system

MathXLforschools.com (MXL) had on student achievement as measured by exam

scores in a high school Algebra 1 course. One hundred eight high school students,

ranging from ninth to eleventh grade, from three different Algebra 1 classes,

participated in the study. All three classes were taught by the author. The scores on a

benchmark and final exam of students who completed homework using the MXL

online homework system were compared to the scores of students who completed

their homework using their textbook. During the first semester of the 2013 – 2014

school year all participants of the study completed their homework using only their

textbooks. The study then compared the first quarter benchmark scores of

participants who completed their homework using the MXL online homework system

with their third quarter benchmark scores. In addition, the study compared the

semester one final exam scores of the same participants with their semester two final

exam scores. The study found that there was no statistical difference in exam scores

of students who completed homework using MXL compared to students who

completed homework using their textbook.


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CHAPTER I

INTRODUCTION

Legislation such as the No Child Left Behind Act of 2001 has put pressure on

educators and administrators to better prepare the nation’s youth for the future by

ensuring that all students are educated at the same level. Many educators and

administrators have formed goals to ensure all students are prepared for college

success; however, many universities are discovering that high school seniors are

underprepared for college courses, especially in mathematics (Early Assessment

Program, n.d.). About 56% of high school graduates go on to some sort of

postsecondary education (Johnson, 2009). In order to be college and career ready,

new Common Core Standards (CCSS) dictate that technology is to be incorporated in

all core curricula (Myths vs. Facts, n.d.). In mathematics, the CCSS require students

to have a much deeper knowledge of mathematical application and mathematical

modeling than previous state standards required (Garland, 2013).

In their book Rethinking Education in the Age of Technology: The Digital

Revolution and Schooling in America, authors Allan Collins and Richard Halverson

(2009) describe the current knowledge revolution as being driven by a new set of

computer tools that empower people’s minds rather than their bodies. They also

compare the current technological revolution to the industrial revolution and note that

at the time of the industrial revolution education went through major transformations.

They suggest that education is once again in need of major transformations to keep up


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with this digital age. Technology can help to ensure that students have the deep

conceptual understanding of mathematics that Common Core requires.

Statement of Problem

California’s Early Assessment Program states that nearly 60% of all new

college students in the California State University (CSU) system are in need of

remedial education in mathematics, reading and writing before they can enroll in

courses which will earn them credit towards a postsecondary degree (EAP, n.d.).

Overall, the high school graduates of the class of 2011 were ranked 32nd among all

countries that participate in the Program for International Student Assessment or

PISA (Peterson, Woessmann, Hanushek, & Lastra-Anadon, 2011).

While court cases such as Williams v. California ensure that every student

will have the materials, including textbooks, to learn, many mathematics textbooks

are abstract in their writing and do not provide sufficient support for students to

complete practice homework problems on their own. One solution to this problem

may be an online homework site such as MathXLforschools.com (MXL). MXL

provides students with help for each problem that is assigned, through tutorials,

online texts, interactive scaffolding and videos. The purpose of this study was to

determine if using an online homework site such as MXL affected students’ test

scores.

Significance of the Study

In previous research it has been shown that web-based homework systems

have yielded positive results (Razzaq, Mendocino, and Heffernan, 2008). This study


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was designed to determine if an online homework site provided the additional support

high school students need in order to become prepared to be successful in

mathematics courses. The study compared the scores on several Algebra 1 tests taken

by students who completed their homework online via MXL and those students who

completed their homework using only their textbook and notes from class lectures.

The results of this study can be used to validate the importance of the use of

technology, specifically online homework sites, in order to provide students with a

much deeper conceptual understanding of mathematics.

Research Question

What effect will completing homework on an online site such as MXL have

on student achievement on assessments when compared to the achievement of

students who complete homework using the more traditional, textbook and paper

method?

��: Students who complete their homework using the online site MXL will have a

higher average (mean) score on quarter 3 benchmark exam compared to students who

complete homework assigned from their textbooks.

��: After controlling for existing differences using quarter 1 benchmark exam scores,

students who complete their homework using the online site MXL will have a higher

average (mean) score on quarter 3 benchmark exam compared to students who



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greater positive change from quarter 1 to quarter 3 benchmark exams compared to

students who complete homework assigned from their textbooks.


higher average (mean) score on spring semester final exam compared to students who


��: After controlling for existing differences using fall semester final exam scores,

students who complete their homework using the online site MXL will have a higher

average (mean) score on spring semester final exam compared to students who



greater positive change from fall to spring final exams compared to students who


Theoretical Framework

Alan Schoenfeld has described learning mathematics as problem solving.

According to Schoenfeld, “learning to think mathematically means (a) developing a

mathematical point of view and (b) developing competence with the tools of the

trade, and using those tools in the service of the goal of understanding structure;

mathematical sense-making.” (Schoenfeld, 1992, p. 335).

Social Cognitive Theory includes five basic concepts, four of which align to

learning mathematics with Schoenfeld’s problem solving theory. Those four

concepts are observational learning or learning from other people by means of


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observing them, reproduction or the process of effectively repeating behavior in order

to maintain new knowledge, self-efficiency or the course wherein the learner

improves newly learned knowledge by putting it into practice, and self-regulatory

capability or the ability to control behavior even within an unfavorable environment

(Sincero, 2011). Social Cognitive Theory considers three variables, behavior factors,

environmental factors, and personal factors. These three variables are interrelated to

each other and cause learning to occur (Sincero, 2011).

Online homework sites provide the support students need in order to increase

their problem solving skills. They allow the students to see multiple examples and

variations of problems (observational learning) designed to increase their conceptual

understanding of mathematics. The “help me solve this” feature allows students to

use their prior knowledge to complete the problem (self-efficiency), thus increasing

their problem solving skills. The scaffolding in ‘help me solve this’ also provides

support to students that allows for them to complete the problem (reproduction). The

online textbook allows students immediate access to the exact location of information

needed to complete the problem the student is currently attempting to solve. Videos

allow students to view a virtual lesson and examples of the type of problems they are

attempting to solve. All of these supports that are provided to students who complete

homework online are designed to help their conceptual understanding, while keeping

students accountable for their own learning by completing homework at their own

pace. This is a prime example of the self-regulatory capability described in Social

Cognitive Theory.


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Definitions

MathXLforschools.com (MXL). The online homework website used in this study.

Observational learning. Learning from other people by means of observing them as

an effective way of gaining knowledge (Sincero, 2011).

Reproduction. The process wherein there is an aim to effectively increase the

repeating of a behavior by means of putting the individual in a comfortable

environment with readily accessible materials to motivate him to retain new

knowledge (Sincero, 2011).

Self-efficacy. The course wherein the learner improves his newly learned knowledge

by putting it into practice (Sincero, 2011).

Self-regulatory capability. The ability to control behavior even within an unfavorable

environment (Sincero, 2011).

Textbook Homework. Describes the instructor selected and evaluated

homework assignments selected from the textbook California Algebra I, Prentice

Hall Mathematics, (2008).

Summary

The purpose of this study was to determine the effect that an online homework

site such as mathXLforschool.com would have on student achievement on benchmark

and end of semester exams. Chapter II contains a review of literature in which

comparisons of online homework completion to textbook homework completion will

be discussed.


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CHAPTER II

REVIEW OF LITERATURE

The review of literature focuses on studies examining completing homework

online versus using a textbook.

Traditional Homework vs. Computer-Supported Homework

Mendocino, Razzaq and Heffernan (2009) compared two homework methods;

homework using the traditional pencil and paper method, and homework using a web-

based system called ASSISTment System which offers instruction to students while

providing a detailed evaluation of their abilities to teachers. The more the students

used the web-based system, the more it learned about their abilities. The treatment

group for this study was 92 fifth grade students who were assigned homework

assignments to be completed on the web using the ASSISTment System. The control

group was the rest of the fifth grade students who were given worksheets containing

10 problems to be completed as homework using the more traditional pencil and

paper method. The mean gains on post-test scores of the test group �� = 2.32,

�� = 2.195� and control group �� = 1.14, �� = 1.533� were compared using a

paired t-test, t(27) = 2.04, p = .051, with an effect size of .61. This indicated students

learned more with the web-based system than with the traditional pencil and paper

method for completing homework.

Razzaq, Mendocino, and Heffernan (2008) conducted a study in which they

compared the effect of student learning when they were given 30 minutes of problem-


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solving time in class with little to no feedback to student learning when they received

approximately 30 minutes of homework problem-solving using a web-based tutorial

system. The web-based system used was the ASSISTment System described

previously. The participants for this study were from two regular Algebra classes in a

high school in West Virginia. A total of 14 students participated in the study. The

students completed 10 problems under two conditions; in condition one they were

given 30 minutes of time during class with little to no feedback and in condition two

they were given approximately 30 minutes using a web-based tutorial system. The

students were divided into two groups. One group completed the classroom

assignment while the other group completed the online assignment. A

counterbalanced design was used in this study in which both groups received the

same conditions, but in different order. The experiment lasted five days and a pre-

test, mid-test, and post-test were administered on day one, three, and five

respectively.

After the mid-test, the results were analyzed and a paired t-test ��=

− 0.665, � = .52� showed no statistically significant difference between the groups.

Repeated measures ANOVA results �� = 6.58, � = .02� showed overall learning

gains from both groups. When the authors compared the homework gains and

classwork gains they found statistically significant differences (t = 2.044, p = .051) in

favor of the web-based homework condition (M = 1.41, SD = 1.00) over the

classroom condition (M = 0.87, SD = 0.80) suggesting that students achieved a one-

half problem learning gain from the computer condition overall.


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Brewer and Becker (2010) compared the mathematical achievement of

students using online homework to that of students using textbook homework. The

participants were 145 students who were enrolled in multiple sections of a College

Algebra course at a large community college. A quasi-experimental, posttest design

was used to analyze the effect of homework method, as measured by a final exam.

Each group was assigned homework after completing a section of the

textbook with the control group completing problems assigned directly from the text

(THW) and the treatment group completing problems using a web-based homework

system (OHW). In general, the OHW was defined to be a complete set of

computerized homework problems available online that may or may not be aligned to

a particular text. The homework problems were graded immediately to provide

instant feedback to the learner. The system allowed the student to attempt the

problem, receive feedback and tutorial assistance and then reattempt the problem,

thus simulating the learning environment that students would experience with the

teacher present. The study looked to answer three main questions: 1) Is there a

significant difference in mathematical achievement between College Algebra students

who complete homework assignments using OHW to those who complete homework

assignments using THW? 2) Is there a difference in the mathematical achievement of

students who use OHW with different incoming skill levels? 3) Is there a differential

effect of the OHW treatment, in terms of mathematical achievement, for first time

students and repeating students?


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To answer research question one, an independent t-test showed no statistical

significance in the difference in mathematical achievement for students who used

OHW and those who used THW (t = -1.487, p = .139). A three way factorial

ANOVA was run to examine the effects that the three factors, Homework Type,

Incoming Skill Level, and College Algebra Attempts, had on the dependent variable,

the final exam mean. The effect of homework type gave the results of F(1, 137)

=1.216 and p = .272, which confirmed the results of the t-test. The effect of the

incoming skill level gave the results of F(1, 137) = 17.347, p < .001, which the

authors noted as unimportant because they assumed skill level would have an effect

regardless of homework type. Finally the effect of College Algebra attempts gave

results of F(1, 137) = 0.164 and p = .686, which was insignificant and led the authors

to believe that first time and repeating College Algebra students did not perform

differently when all other effects were controlled.

An independent t-test was also run to answer research question two. The

results of the t-test showed a statistically significant difference in the mean scores of

Low Performing (LP) students who used OHW (M = 61.25, SD = 19.48) and LP

students who used THW (M = 51.28, SD = 19.06), t = -2.174, p = .033. This would

suggest that the OHW helped lower performing students in regard to mathematical

achievement.

An independent t-test was also run to answer research question number three.

The results of the t-test showed no significant difference in the final exam mean (t = -

.699, p = .486) of first time students (FS) who used THW (M = 62.03, SD = 21.49)


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and the mean of FS who used OHW (M = 65.08, SD = 18.92). Also there was no

significant difference in the final exam mean for repeating students (RS) using OHW

(M = 57.41, SD = 22.18) and the mean of RS using THW (M = 66.00, SD = 22.31).

Diaz (2014) researched the effect of online homework on the final grades of

students taking an Introductory Algebra course at a career college in the Central

Valley of California. The study was conducted at one of 13 campuses of San Joaquin

Valley College (SJVC) during the fall of 2013. Each participant was enrolled in one

of five Introductory Algebra courses required to receive their Associate Degree. The

control group consisted of three classes that used their textbook to complete

homework and the experimental group was the other two classes that used an online

homework system called MyLabsPlus (MLP) to complete homework assignments.

The study tested five hypotheses that examined course grade and controlled

for attendance and beginning mathematics skills. To test the effect MLP had on

course grade compared to textbook homework, a one-way analysis of variance

(ANOVA) was run. Overall there was no statistical difference, ��1, 72�= 1.672, � =

.200, on the final grades of students who completed homework using MLP compared

to students who completed homework using their textbook. To test the effect MLP

had on course grade after controlling for incoming mathematics skills, a one-way

analysis of covariance (ANCOVA) was run. Overall there was no statistical

difference ��1, 72�= 2.923, � = .092� on the final course grades of students who

completed homework using MLP compared to students who completed homework

using their textbook, after controlling for incoming mathematical skills. To test the


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effect of MLP on course grades after controlling for attendance, a one-way analysis of

covariance (ANCOVA) was run. There was no statistical difference ��1, 72�=

0.042, � = .839� on the final course grades of students who completed their

homework using MLP compared to students who completed their homework using

their textbook, after controlling for attendance. To test the effect MLP had on course

grades of students who missed fewer than two classes, a one-way analysis of

variances (ANOVA) was run and there was no statistical difference ��1, 54�=

1.513, � = .224� was found on the final course grades. To test course grades of

students that missed fewer than two classes after controlling for incoming

mathematical skills, a one-way analysis of covariance (ANCOVA) was run, and

overall, no statistical difference ��1, 54�= 1.673, � = .201� on the final course

grades.

Dawson (2013) studied the impact on student achievement of an online math

homework system, MathXL, in a face-to-face community college Intermediate

Algebra course. The study consisted of 128 students enrolled in an Intermediate

Algebra course at a community college in the Central Valley of California. Of the

128 students, 62 used the online homework system while 66 used their textbook to

complete homework. In order to determine how students perceived the online

homework system, the author used online homework surveys and focus groups. To

measure the effect of online homework on student achievement, the sample included

two sections of students enrolled in Intermediate Algebra in the Fall of 2011 and two

sections enrolled in Intermediate Algebra in the Fall of 2012.


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When examining the difference in student achievement between students who

completed online homework �� = 12.27, �� = 3.12� to those who completed

textbook homework�� = 12.53, �� = 3.47�, an independent samples t-test showed

no statistical difference ��116�= − 0.42, � = .67�. When examining the

difference in student achievement between students who completed homework online

�� = 12.21, �� = 3.12� and students who completed homework using their

textbook �� = 12.58, �� = 3.47� after controlling for beginning academic

achievement level, a one-way analysis of covariance (ANCOVA) showed no

statistical difference ��1, 115�= 0.35, � = .55�. When the academic achievement

of students who completed online homework �� = 13.77, �� = 9.01� and

students who completed textbook homework �� = 12.51, �� = 3.47� were

compared after controlling for number of course attempts, an ANCOVA showed no

statistical difference ��1, 125�= 1.11, � = .29�. The difference in academic

achievement between students who completed homework online and were placed in

the course based on placement test score �� = 12.04, �� = 3.42�, students who

completed homework online and were placed in the course after passing a

prerequisite course �� = 12.48, �� = 2.86�, students who completed homework

using their textbook and were placed in the course based on placement test score

�� = 12.88, �� = 2.90�, and students who completed homework using their

textbook and were placed in the course after completing a prerequisite course

�� = 12.42, �� = 3.65� were compared using a two-way ANOVA test. The two-

way ANOVA showed no significant interaction effect between homework type and


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manner of placement; HW Type �� = 0.34, � = .56�,Placement �� = 0.00, � =

.99�.

Schubert (2012) examined the effects of online homework on high school

Algebra students. This study was comprised of ninth grade students at a Wabash

High School in the Bronx, NY. The school’s enrollment was made up of 64%

Hispanic American, 34% African American, and 2% unclassified students. In

addition, 42% of the student body was male and 58% were female. Because the

school was a Title I school, 75% of the student population was on some sort of public

assistance. Schubert researched the effects the online homework system MathXL for

School (MXL) had on student achievement as well as student perception of online

homework systems.

The researcher administered a mock New York City Integrated Algebra

Regents Examination that covered the three most occurring standards on the actual

exam: solving degree one equations, linear equations, and factoring. The test was

given to students before and after the completion of three online tutorial sessions

designed to improve student achievement in these three areas. The difference in

scores was then measured and examined for the study.

To answer the research question, what effects of the online homework system

are observed on students’ knowledge of The Regents tested concepts of solving

degree one equations, linear equations and factoring, the author used a paired t-test on

the total points scored on the three learning objectives to determine the statistical

significance that online homework systems had on student achievement. The author


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reported an overall mean point increase for the three sections from the pretest

�� = 4.21, �� = 8.3� and the posttest �� = 4.95, �� = 9.2�. A paired t-test

(��94�= 7.84, � < .05) showed a statistically significant difference in mean scores

from the pre to posttest, thus showing evidence that the online homework system was

effective in increasing scores. The author also examined the differences in

achievement of male and female students. It was reported that both groups did

significantly better the second time they took the test (males ��37�= 4.14, � < .05�

and females ��56�= 6.75, � < .05�).

In addition, all students were asked to complete a survey that would measure

their attitudes towards mathematics and technology before and after the mock

Regents Examination. The surveys consisted of two background questions, and 10

questions that addressed confidence, motivation, and technology on a rated scale from

1 through 5. A paired t-test ��93�= − 0.01, � = .50� showed that there was no

statistical difference in the mean attitudes on the pretest �� = 25, �� = 6.57�, and

the posttest �� = 25.01, �� = 6.61�

Summary

The review of literature for this thesis focused on studies that looked at online

homework tools in the field of mathematics. It give a brief overview comparing

homework that was completed using the traditional pencil and paper method, with

homework that was completed online and thus provided students with additional

support while they worked on their homework. While completing homework seems


16

to be necessary for students to learn, overall the literature shows no clear advantage

for online homework systems over traditional paper and pencil homework.

In Chapter III, the research design will be presented. Details of the sample,

procedures, instruments, and data analysis will be provided.


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CHAPTER III

METHODS

The purpose of this study was to learn the effect that the online homework site MXL

had on student achievement in Algebra I. Two groups of students were taught the

same material with one group completing their homework using MXL while the other

completed their homework using their textbooks. The results of their third quarter

benchmark and their spring semester final exams were compared.

Sample

For this study, the sample consisted of approximately 100 total students that

were enrolled in three Algebra 1 courses in a small high school in the Central Valley

of California, during the 2013-2014 school year. The school had a total enrollment of

583 students, with 61.9% receiving free or reduced lunch. The school had 51.6%

Hispanic or Latino and 38.4% Caucasian students enrolled (CDE, 2015). The

treatment group was comprised of students who voluntarily choose to complete their

homework assignments online. The control group was comprised of students who

volunteered to be part of the research, but chose to complete homework using their

textbook. In order to reduce bias based on socioeconomic status, efforts were made

to provide technology for those students who wished to participate in the online

homework assignments, but did not have the required technology in their homes.

Students who lacked sufficient technology to complete online homework assignments

at home were given access to a class set of notebooks, as well as access to computers


18

in the school’s library. The control group consisted of students who elected to

complete their homework assignments in the more traditional textbook and pencil and

paper method.

Procedures

This quasi-experimental study compared the third quarter benchmark scores

and spring semester final exam scores of those students who completed their

homework assignments online to the same assessment scores of students who

completed their homework using their textbooks. Students in the treatment group

completed all homework assignments online via the web based learning site MXL.

At the site, students had access to tutorials and videos designed to help them solve the

assigned problems. The control group completed all homework assignments using a

more traditional textbook and paper and pencil method.

Homework assignments were assigned to both groups daily and problems

were equal in number and similar in type. Assignments completed by the treatment

group were graded by the website for both completeness and accuracy and student

grades were transferred to the grade book. The assignments completed by the control

group were graded by the teacher, but only for completeness and proper procedure,

not for accuracy. The same point values were entered into the grade book to ensure

fairness in grading. Testing occurred at the end of the third and fourth quarters of the

2013-2014 school year and both treatment and control groups completed the same

tests using only pencil and paper.


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Instrument

All students were taught the same material in the same manner by the author.

The only difference in student learning came in the way individual students elected to

complete their homework. All homework problems, whether from the textbook or

from MXL, were similar in concept; only the numbers or variables used differed.

A benchmark exam, consisting of 35 multiple choice questions, as well as a

comprehensive final exam, consisting of 40 multiple choice questions, were used as

instruments to conduct this study. Both exams were written by the author and were

comprised of multiple choice questions from a test bank on the website

http://www.intel-assess.com. The questions all came from relevant California State

Standards in Mathematics that were taught by the author during the appropriate

grading period. The exams were then reviewed and approved by the entire

mathematics department of the school, which consisted of four credentialed

mathematics teachers, all with degrees in mathematics and having an accumulation of

more than 40 years of teaching experience. Students had the possibility of earning

scores from zero to 100% on each exam. The benchmark exam was given at the

conclusion of the third quarter. The final exam was given at the end of the second

semester. Each exam had two versions. The questions on each version were the

same, but the order of the questions and the order of the answer choices differed.

Students were seated such that no two students sitting next to each other took the

same exam version.


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Students used a scan-tron type form to mark their answer choices for each

exam question. The answer forms were then scanned and graded for correct answers

by the AERIES analytical software used at the author’s school site.

Data Analysis

Scaled data collected from benchmark scores and final exam scores were

analyzed using independent t-tests using the Statistical Package for the Social

Sciences (SPSS). Also, one way analyses of covariance (ANCOVA) were used to

analyze the data after controlling for differences between the groups. The mean

scores of each test were the dependent variables while the type of homework

completed by the students, online or textbook, was the independent variable. An

alpha level of .05 was utilized for all analyses. The difference in mean scores on all

exams was examined to determine the effectiveness of online homework systems in

student achievement compared to traditional pencil and paper homework completion.

Summary

This chapter presented information about the sample, procedure, instruments,

and data analysis used in this study. The results of student scores on the third quarter

benchmark exam and the semester two final exam were recorded for students who

completed homework using MXL and students who completed homework using their

textbooks. All students were taught by the same material by the author and all

students took the same exams regardless of how they completed their homework. All

data were entered into SPSS for analysis. Chapter IV presents the results of the

study.


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CHAPTER IV

RESULTS

The purpose of this study was to determine whether or not an online

homework system such as MXL had an effect on the test scores of Algebra 1 students

when compared to the test scores of students in the same classes who used the

traditional textbook method for completing homework.

Findings

Research Question

What effect will completing homework on an online site such as MXL have

on student achievement on assessments when compared to the achievement of

students who complete homework using the more traditional, textbook and paper

method?

��: Students who complete their homework using the online site MXL will

have a higher average (mean) score on quarter 3 benchmark exam compared to


Table 1 shows the effect that using MXL for homework �� = 52.42, �� =

20.107� versus textbook homework �� = 53.58, �� = 19.40� had on quarter 3

benchmark scores.


22

Table 1 Effect of Using MXL Homework vs. Textbook Homework on Quarter 3 Benchmark Scores

n M SD t p

Treatment 38 52.42 20.12 − 0.25 .81

Control 33 53.58 19.40

An independent t-test was not significant, ��69�= − 0.25, � = .81. There

was no statistical difference in the mean scores on quarter 3 benchmark exams

between students who used MXL and students who used the textbook to complete

homework assignments.

��: After controlling for existing differences using quarter 1 benchmark

exam, students who complete their homework using the online site MXL will have a

higher average (mean) score on quarter 3 benchmark exam compared to students who


A one-way analysis of covariance was run (ANCOVA). There was no

statistical difference ��1, 68�= 0.45, � = .50� on the adjusted mean scores on

quarter 3 benchmark exams of students using MXL compared to students using their

textbook to complete homework after controlling for existing differences using

quarter 1 benchmark exams. Table 2 shows the results.


23

Table 2 Effectiveness of MXL Homework vs. Textbook Homework on Quarter 3 Benchmark Scores After Controlling for Existing Differences Using Quarter 1 Benchmark Scores n Madj SD F p

Treatment 38 54.17 18.65 0.45 .50

Control 33 51.57 15.12


have a greater positive change from quarter 1 to quarter 3 benchmark exams

compared to students who complete homework assigned from their textbooks.

Table 3 shows the effectiveness of MXL �� = 2.58, �� = 18.647�on

change in student achievement from quarter 1 benchmark to quarter 3 benchmark

versus textbook homework�� = − 2.00, �� = 15.108�.

Table 3 Effectiveness of MXL Homework vs. Textbook Homework on Change in Quarter 1 Benchmark Score to Quarter 3 Benchmark Score n M SD t p

Treatment 38 2.58 18.65 1.13 .26

Control 33 -2.00 15.12

An independent t-test was not significant,��69�= 1.13, � = .26. There was

no statistical change from quarter 1 to quarter 3 benchmark exam scores between

students who completed homework using MXL compared to students who completed

homework using their textbook.


24


have a higher average (mean) score on spring semester final exam compared to


Table 4 shows the effectiveness that using MXL �� = 56.55, �� = 16.673�

had on student achievement on the spring final exam versus textbook

homework�� = 54.06, �� = 21.642�.

Table 4 Effectiveness of Using MXL on Student Achievement on the Spring Semester Final n M SD t p Treatment 38 56.55 16.67 0.55 .59 Control 33 54.06 21.64

An independent t-test was not significant, ��69�= 0.55, � = .59. There was

no statistical difference in the mean scores on the spring final exam of students who

completed their homework using MXL compared to students who completed their

homework using their textbook.

��: After controlling for existing differences using fall semester final exam

scores, students who complete their homework using the online site MXL will have a

higher average (mean) score on spring semester final exam compared to students who


A one-way analysis of covariance was run (ANCOVA). There was no

statistical difference ��1, 68�= 2.16, � = .15� between the mean scores on the

spring semester final exam of students who completed their homework using MXL

compared to students who completed their homework using their textbook after


25

controlling for existing differences using the fall semester final exam scores. Table 5

displays the results.

Table 5 Effectiveness of MXL vs. Textbook homework on Spring Semester Final Exam Score After Controlling for Existing Differences Using Fall Semester Final Exam Score n Madj SD F p

Treatment 38 57.89 16.673 2.16 .15

Control 33 52.52 21.642


have a greater positive change from fall to spring final exams compared to students

who complete homework assigned from their textbooks.

Table 6 shows the effectiveness of MXL homework �� = 8.71, �� =

13.866�had on change in student achievement from fall semester final to spring

semester final versus textbook homework�� = 2.18, �� = 17.853�.

Table 6 Effectiveness of MXL Homework vs. Textbook Homework on Change in Fall Semester Final Exam Score to Spring Semester Final Exam Score n M SD t p

Treatment 38 8.71 13.866 1.73 .09

Control 33 2.18 17.853

An independent t-test was not significant, ��69�= 1.73, � = .09. There was

no statistical change from fall to spring final exam scores of students who completed


26

their homework using MXL compared to students who completed their homework

using their textbook.

Summary

The Algebra 1 data analyzed in this chapter were used to research the effect of

an online homework system such as MXL on quarter benchmark and semester final

exam scores. The results of the statistical analyses demonstrated no statistical

difference in the quarter benchmark and semester final exam scores of students who


homework using their textbook even when controlling for existing differences in

quarter benchmark and semester final exam scores. Chapter V presents a discussion

and recommendations for further research of this topic.


27

CHAPTER V

DISCUSSIONS AND RECOMMENDATIONS

The result of this study will help high school Algebra 1 teachers understand

the effects that an online homework system such as MXL will have on students’

scores on major exams, when compared to major exam scores of students who

complete homework using their textbook.

Summary of Results

The Algebra 1 data analyzed in this chapter were used to research the effect of

an online homework system such as MXL on quarter benchmark and semester final

exam scores.

Research hypotheses (H�, H�) examining the mean scores on quarter

benchmark and semester final exams of students who completed their homework

using MXL and students who completed their homework using their textbook were

tested using an alpha level of .05. Independent t-tests were not significant, ��69�=

− 0.25, � = .81 and ��69�= 1.13, � = .26, respectively. Therefore, there was no

statistical difference in mean scores on quarter benchmark or semester final exam

scores of students who completed homework using MXL compared to students who

completed homework using their textbook.

Research hypotheses �H�, H�� examining the change in scores on benchmark

and semester final exams from spring to fall semesters were tested using an alpha

level of .05. Independent t-tests were not significant, ��69�= 0.55, � = .59 and


28

��69�= 1.73, � = .09, respectively. Therefore, there was no statistical change in

quarter benchmark or semester final exam scores from spring to fall semesters.

Finally, research hypotheses �H�, H�� examining the difference in mean

scores on quarter 3 and spring semester final exams, after controlling for existing

differences using quarter 1 and fall semester final exams, were tested using an alpha

level of .05. One-way analyses of covariance were run (ANCOVA). There was no

statistical difference ��1, 68�= 0.45, � = .50� and ��1, 68�= 2.16, � = .15�,

respectively, in the quarter 3 benchmark or semester final exam scores of students who

completed their homework using MXL compared to students who completed their homework

using their textbooks after controlling for existing differences using the quarter 1 benchmark

and fall final exam scores.

Discussion

The analysis of the data collected in this study showed there was no statistical

difference in student achievement on benchmark or final exams of students who


homework using their textbook. This result could have been caused by a number of

factors.

MXL provided students with many different features designed to offer them

immediate feedback and help them fully comprehend the mathematics they were

taught. These features seemingly should have been an advantage to the students

using MXL compared to students who completed homework from their textbook.

However it was discovered by some students that one of the features, View an

Example, may have had a design flaw. This feature was designed to allow students to


29

see a “similar” problem solved, so they would be able to learn from the demonstration

and apply what they’ve learned to their own homework problem. Many of the

students, however, realized that if you watch enough of the examples, that eventually

the actual problem they were assigned for homework would show up and they were

then able to just copy down the steps and correctly complete their homework

problem. This design flaw would likely not facilitate learning at all, especially

among students that just want to complete the homework assignment without regard

for what they actually learn.

The features of the online system such as Help Me Solve This and View an

Example may also have created dependence for some students. Emulating the steps

just to be able to complete the problem may not have benefited the learner. Dawson

(2013) discussed that limiting the amount of help students completing homework

online could receive could be helpful in the learning process. She suggested varying

the problems and degree of help that could be obtained on each. With MXL this is

entirely possible as the setting allows the instructor to completely customize

assignments, including which help options are available as well as limiting the

number of attempts students have to correctly complete each problem.

Another possible reason for the results obtained in this study could be that the

sample was not truly random. While all the participants were voluntary, they also

chose which way they would complete their homework. This limitation was due to

the fact that not every student had access to the technology required to complete

homework online. Allowing students a choice in the method to which they would


30

complete their homework assignments could have negatively impacted the study.

Factors such as being uncomfortable with technology or a resistance to change may

have influenced some student’s choice to use the textbook method, instead of the

online homework system with all of the help features at their disposal. Mendocino,

Razzaq, and Heffernan (2009) reported similar limitations to their study citing that

even if school districts have a one-to-one technology ratio, there would be no

guarantee that all students would have access to an internet connection at home. This

was the very reason that many students involved in this study chose to complete their

homework out of their textbook; even though efforts, such as allowing students time

to use netbook computers in class and allowing them access to computers in the

school’s library, were taken.

Perhaps one of the biggest reasons for the results obtained in this study was

quite simply a lack of homework completion. In both groups as the spring semester

progressed, fewer and fewer homework assignments were being completed. The

grading of the homework assignments differed for each group. Students who

completed homework online had their assignments graded immediately for accuracy

by the online system itself. Those scores were then scaled out of 10 points and

loaded into the gradebook. The students who chose to complete homework using

their textbook, however, had their assignments graded solely on completion and were

given points, a maximum of 10, based on the number of problems completed, not

based on accuracy. This change in homework grading might have contributed to the

decline in the number of assignments being completed by students who completed


31

homework online, but does not explain the decline in the number of assignments

completed by students who completed homework using their textbook.

Although exact reasons why students chose not to complete homework

assignments is unknown, reasons can be speculated based on the number of students

who were retaking Algebra 1 at the school where the study was conducted. With a

total enrollment of just under 600 9th through 12th grade students, the study was

conducted using three different classes of Algebra 1 students consisting of

approximately 100 students. These were not the only three Algebra 1 classes that

were taught during the 2013 – 2014 school year at this school. One other teacher

taught two additional classes of Algebra 1 with class sizes of 35 students each. This

brings the total student enrollment in Algebra 1 up to approximately 170 students, or

almost 30% of the entire student body. The fact that so many students failed Algebra

1 at least one time and were required to retake the course may equate to a trend of

disengagement of students when it comes to Algebra. This may help explain the

decline of completed homework assignments at this school.

Yet another possible reason for the results obtained in this study could be

from the fact that the study was conducted during the spring semester. By the end of

the semester many students were fatigued from the amount of school work they had

completed over the entire course of the school year. This may have caused some

students to become lax in the amount of homework they completed towards the end

of the school year. If this was in deed a factor, it would most assuredly have

contributed to the insignificant results.


32

Another possible reason for the results obtained in this study could be that

MXL may align with theory, but many high school students simply are not motivated

enough to take full advantage of all the resources the system provides. Completing

homework would take them longer if they endeavored to fully understand the content

material, something that some learners are just unwilling to do.

It could also be that MXL is not any better than traditional homework when

looking across all learners. Perhaps if a study looked closer to which learners

benefitted from this resource, more would be known.

The studies reviewed in Chapter II suggest that students who complete their

homework online are at least as successful as those students who complete their

homework using their textbook. Further investigations into the effects that online

homework systems have on student achievement should be completed. While the

results of this study showed some means of the scores of students who completed

their homework online were higher than the mean scores of students who completed

their homework using their textbook, the differences were not significant. The results

parallel what was found in the literature.

Recommendations

Based on the independent t-test, the results in the change in individual student

scores from the Fall final exam to the Spring final exam were almost significant,

��69�= 1.73, � = .09. This may warrant further investigation. It may be useful to

study students who are repeating an Algebra 1 course and compare their individual

achievement growth based on whether they complete online or traditional homework.


33

While it was speculated that failure to complete homework was a possible

reason for the results obtained in this study, it is not actually know if that had any

effect on the outcome. Diaz (2014) completed exit interviews and surveys with

students to gauge their perceptions of the online homework system. Completing exit

surveys and interviews as a part of a study is recommended. Obtaining student

perceptions about the importance of completing homework assignments, the

helpfulness of the online homework system and the students overall attitudes towards

mathematics may help explain any statistically insignificant differences in data.

Another recommendation would be to complete the study using completely

random student selection. By allowing students to choose which method they would

use to complete their homework, this may have altered the results. It may have been

that only students that were completely comfortable using technology chose to

complete their homework online, in which case it is unknown if an online homework

system could truly benefit all learners.

Another recommendation would be to increase the duration of the study.

Having students complete their homework using an online system for an entire course

would open up more options to investigate. For example, one could compare the

growth in student achievement as the course progressed and students became more

comfortable using the online system and its help features.

With that said, it is also recommended to complete a study that spans several

years and several different mathematics courses. It may be interesting to study the

effects an online homework system has on students who use the same system in each


34

mathematics course they take from middle school through high school compared to

their peers that complete the same mathematics courses but rather complete

homework assignments using only their textbook. This would allow students

adequate time to become familiar and comfortable with the online system and perhaps

change the way they learn mathematics altogether.


REFERENCES


36

REFERENCES

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underprepared and repeating college algebra students. Journal of Computers

in Mathematics and Science Teaching, 29(4). 353-371.

California Department of Education. (2015). Educational demographics unit.

Retrieved from http://cde.ca.gov.

Cavanagh, M. & Mitchelmore, M. (2011). Learning to teach secondary mathematics

using an online learning system. Mathematics Education Research Journal,

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Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology:

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Dawson, C. (2013). The impact of an online component in a face-to-face community

college mathematics class. (Unpublished Doctoral Thesis). California State

University, Stanislaus, Turlock, CA.

Diaz, L. (2014). Effectiveness of an online homework system in a career college

mathematics course. (Unpublished Master’s Thesis). California State

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Early Assessment Program. (n.d.). Retrieved from California State University

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compare_13306/

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Myths vs. Facts.(n.d.) Retrieved from the Common Core State Standards Initiative

website: http://www.corestandards.org/about-the-standards/myths-vs-facts/.

Razzaq. L, Mendocino, M. & Heffernan, N.T. (2008). Comparing classroom

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Schoenfeld, A.H. (1992). Learning to think mathematically: Problem solving,

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Schubert, D., Walker, E., & Vogeli, B. (2012). The effects of online homework on

high school algebra students. (Unpublished Doctoral Thesis). Columbia

University, New York, NY.

Sincero, S.M. (2011). Cognitive learning theory. Retrieved from

https://explorable.com/cognitive-learning-theory


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