Online Mathematics Homework Increases Student Achievement

Autor/inn/en	Roschelle, Jeremy; Feng, Mingyu; Murphy, Robert F.; Mason, Craig A.
Titel	Online Mathematics Homework Increases Student Achievement
Quelle	2 (2016) 4, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/2332858416673968
Schlagwörter	Mathematics Instruction; Homework; Electronic Learning; Mathematics Achievement; Grade 7; Educational Technology; Intervention; Formative Evaluation; Mathematics Tests; Standardized Tests; Middle School Students; Instructional Effectiveness; Hierarchical Linear Modeling; Statistical Analysis; Maine + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Hausaufgabe; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 07; 7. Schuljahr; Schuljahr 07; Unterrichtsmedien; Standadised tests; Standardisierter Test; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Unterrichtserfolg; Statistische Analyse
Abstract	In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework tool with teacher training could increase learning. The online tool ASSISTments (a) provides timely feedback and hints to students as they do homework and (b) gives teachers timely, organized information about students' work. To test this prediction, we analyzed data from 43 schools that participated in a random assignment experiment in Maine, a state that provides every seventh-grade student with a laptop to take home. Results showed that the intervention significantly increased student scores on an end-of-the-year standardized mathematics assessment as compared with a control group that continued with existing homework practices. Students with low prior mathematics achievement benefited most. The intervention has potential for wider adoption. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01