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The Impact of an Online Component in a Face-to-Face Community College Mathematics Class

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dc.contributor.advisor Poole, Dawn
dc.contributor.author Dawson, Caroline
dc.contributor.other Young, Shawna
dc.contributor.other Spevak, John
dc.date.accessioned 2013-06-07T00:31:14Z
dc.date.available 2013-06-07T00:31:14Z
dc.date.created 2013 May
dc.date.issued 2013-06-06
dc.identifier.other Educational Leadership
dc.identifier.uri http://scholarworks.csustan.edu/handle/011235813/239
dc.description.abstract A recent trend in the traditional mathematics classroom is the use of online homework systems. Where traditional homework problems are retrieved from a textbook, online homework systems provide problems online and permit students to interact with the system in order to complete homework assignments. Mathematics instructors who use or who wish to use such a system can benefit from knowing the effects of the online homework system. This study sought to determine the impact of an online homework system in a face-to-face college mathematics course. Differences in academic achievement were compared for online homework and textbook homework students. The results indicated no significant differences in academic achievement. Student perceptions of the system were gathered. Students perceived the system to be beneficial and enjoyed using it. Instructor perceptions were also gathered. Instructors perceived the system to be beneficial to students and reported that student achievement had improved in their own courses as a result of using the online homework system. en_US
dc.language.iso en_US en_US
dc.title The Impact of an Online Component in a Face-to-Face Community College Mathematics Class en_US
dc.type Dissertation en_US

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