Improving Understanding by Providing a Web-Based

Homework ResourceMichele Jastrzembski

EDLT 539

Winter 2014

Problem Statement

• 11th and 12th grade Pre-Calculus students are missing out on homework as an educational opportunity because they are:– Unfamiliar with available resources– Dependent on immediate feedback– Frustrated with their assignments– Busy students

Literature Review Highlights

• Time spent on homework does not affect achievement (Trautwein, 2007)

• Student and Teacher Perceptions– Higher achievement from students with positive views of homework

(Dettmers et al, 2011)

– Students attribute homework effort differences to homework characteristics

– Teachers attribute differences in homework effort to personality traits (Trautwein & Ludtke, 2009)

• Other Factors– Race has not been shown to have an effect (Xu, 2012)

– Gender changes homework approach (Trautwein & Ludtke, 2009)

• Immediate Feedback through Technology– “attempt-feedback-reattempt” shown to be key to success (Butler & Zerr, 2007)

Goals and Objectives

• Implement the use of Wolfram Alpha as an instructional tool

• Investigate Wolfram Alpha as an effective resource for immediate feedback on homework

• Measured through:– Student achievement and effort– Student perceptions of homework

Methodology

Quantitative Data

• Collected homework assignments studied for quality answers

• Achievement data from class assessments

Qualitative Data

Surveys• Pre-Implementation• Assignment-Specific

(given approx. 5 times)• Post-Implementation

Focus Group• Post-Implementation

Possible Outcomes

• Students will have a more positive perception of homework including an increase in confidence.

• Students will build a deeper understanding of the concepts.

• Students will show achievement gains.

ReferencesButler, M. B., & Zerr, R. J. (2005). The Use of Online Homework Systems to Enhance Out-of-Class Student Engagement. International Journal For Technology In Mathematics Education, 12(2), 51-58.

 

Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Frenzel, A. C., & Pekrun, R. (2011). Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36(1), 25-35. doi:10.1016/j.cedpsych.2010.10.00

 

Trautwein, U. (2007). The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning & Instruction, 17(3), 372-388. doi:10.1016/j.learninstruc.2007.02.009

 

Trautwein, U., & Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning & Instruction, 19(3), 243-258. doi:10.1016/j.learninstruc.2008.05.001

 

Xu, J. (2012). Secondary School Students' Interest in Homework: What about Race and School Location?. School Community Journal, 22(2), 65-86.