Improving Understanding by Introducing a Web-Based Homework Resource
- 1. Improving Understanding by Providing a Web-Based Homework Resource Michele Jastrzembski EDLT 539 Winter 2014
- 2. 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
- 3. 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)
- 4. 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
- 5. Methodology Qualitative Data Quantitative Data Surveys • Pre-Implementation • Assignment-Specific • Collected homework assignments studied for quality answers (given approx. 5 times) • Post-Implementation Focus Group • Post-Implementation • Achievement data from class assessments
- 6. 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.
- 7. References Butler, M. B., & Zerr, R. J. (2005). The Use of Online Homework Systems to Enhance Out-ofClass 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), 372388. 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.