Anticipated Date of Graduation

Summer 2020

Document Type

Thesis

Degree Name

Master of Science in Mathematical Sciences

Department

Mathematics

First Advisor

Douglas Darbro

Abstract

Technology in education continues to change and evolve. More and more classrooms are integrating a variety of technology into everyday lessons but is it beneficial to student outcomes? This study looks at assigning online homework versus traditional paper-and-pencil homework. To determine the effects, a control group (n = 40) was assigned traditional homework while an experimental group (n = 29) was given online homework throughout a high school Algebra I course. Using their eighth grade End-of-Course exam to determine prior knowledge, the mean differences of each group’s semester exam and final exams were analyzed. A model to predict a student’s final exam score was also determined using homework type, gender, eighth grade EOC score, and semester exam score. Results showed online homework to be just as effective if not more beneficial than traditional homework. Due to a number of limitations, further research would be needed to generalize the results to a broader population.

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Mathematics Commons

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