Mobile-Based micro-Learning and Assessment: Impact on learning performance and motivation of high school students

This study was conducted at Psychology Research Centre (UID/PSI/01662/2013), University of Minho, and supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Science, Technology and Higher Education through national funds and co-financed by FEDER through COMPETE2020 under the PT2020 Partnership Agreement (POCI-01-0145-FEDER007653) (POCI-01-0145-FEDER-028302).

Online vs traditional homework: a systematic review on the benefits to students' performance

In this study we examine the introduction of on-line homework to a Calculus II course as a replacement for ungraded pencil-and-paper homework assignments. We consider how this had an impact on students' performance in the course, on student behavior in completing the assigned work, and on student attitudes toward it. We find that students working homework on-line appear to do no worse in the course than those with pencil-and-paper homework, and may do better, and that including the homework in the course grade appears to increase students' attention to the homework. In addition, there is some evidence that this greater attention results in students having a better understanding of what they are doing on the homework and the benefit they accrue by completing it. There is also evidence that the on-line homework affords instructors greater flexibility in their management of in-class time.

The Impact of Implementing Web Homework in Second-Semester Calculus

The utilization of mathematical software offers numerous points of interest to students, which are fundamentals in the teaching-learning process in the four corners of the classroom. The study determined the effects of Mathcad as an instructional and a computational tool in teaching College Algebra to the Education students in the University of Cebu, Philippines. The study utilized a quasi-experimental using a pretest and posttest design method to 58 Education students. They are grouped by means of their final grades in high school mathematics. The study used standardized instruments such as Aiken and Dreger Revised College Algebra Attitude Scale, and Test in College Algebra by John Tobey and Jeffrey Slater. The gathered data were statistically treated using frequency, simple percentage, weighted mean, and z-test. The study revealed that the attitude towards College Algebra does not significantly affect the post-test scores of understudies in the control and test gatherings. It is inferred that instructing with the guide of media innovation isn’t constantly feasible in upgrading understudies’ learning in Mathematics. The researchers recommend that faculty handling mathematics should incorporate the use of mathematical software such as Mathcad in their course syllabi and the actual teaching practice.

https://files.eric.ed.gov/fulltext/EJ1227180.pdf

The Use of Mathcad in the Achievement of Education Students in Teaching College Algebra in a University.

The state of emergency caused by the covid-19 pandemic has shown that teaching at this time is not easy. Teachers have to make more use of distance education and students have to adapt to that. Classic face-to-face study is not possible but asymmetric communication between the teacher and his students may be replaced by greater student independence and greater student effort. Within the subject theory of probability and statistics, a questionnaire was created to find how students manage distance education. It has been found out that they use the prepared tutorial videos and online assignments (in WeBWork platform) the most. They expressed that distance education prepared by the teacher can replace face-to-face study, but this form of learning is much more demanding and therefore they prefer classic face-to-face study.

Teaching Theory of Probability and Statistics during the Covid-19 Emergency

College algebra fulfills general education requirements at many colleges in the United States. The study reported here investigated differences in mathematics achievement between undergraduates in college algebra classes using one of two homework methods: WeBWorK, an open-source system for web-based homework, or traditional paper-and-pencil homework. We assessed learning for 439 students in 19 college algebra classes at a large public university in the United States. Twelve classes used WeBWorK and seven had traditional paper-and-pencil homework. Analysis of covariance revealed no significant differences in algebra performance or achievement gain by homework group, ethnicity or gender when statistically controlling for previous mathematics achievement. Results support the conjecture that WeBWorK is at least as effective as traditionally graded paper-and-pencil homework for students learning college algebra in moderately sized lecture-based classes.

/pdf/a-comparison-of-web-based-and-paper-and-pencil-homework-on-mflk44m4x5.pdf

A Comparison of Web-based and Paper-and-Pencil Homework on Student Performance in College Algebra

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A Comparison of Web-based and Paper-and-Pencil Homework on Student Performance in College Algebra