Journal Menu
Submit Manuscript via ScholarOne

EURASIA Journal of Mathematics, Science and Technology Education
Volume 10, Issue 6 (December 2014), pp. 609-615

DOI: 10.12973/eurasia.2014.1220a

Downloaded 728 times.

Research Article

Published online on Jul 01, 2016

How to reference this article?

 

College Students Attitude and Mathematics Achievement Using Web Based Homework

Kwan Eu Leong & Nathan Alexander

Abstract
The goal of this study was to understand how students’ attitudes were connected to their mathematics learning and achievement.  This investigation of students (n = 78) and their attitudes was specific to web-based homework in developmental mathematics courses in a two-year community college located in a large urban city in the United States.  A mixed-methods investigation was utilized to analyze the relationships between students’ attitudes and their mathematics achievement. The qualitative findings from the survey questionnaire show mixed responses from participants on the benefits and disadvantages of a web-based homework platform. Additionally, quantitative results, represented through cluster analysis, show the relationship between three groups of students, their attitudes and their mathematics achievement. The results of this study suggest that students with lower and average mathematics achievement hold more positive attitudes toward using a web-based homework platform compared to higher achieving students. Based on these results, it can be noted that web-based homework platforms serve an important role in student learning and attitudes toward mathematics in developmental courses, likely because the immediate feedback given helps to improve student understanding.


 


Keywords: Web-based homework; Attitude; Mathematics achievement; College students 

References
  1. Bailey, T. (2009). Challenge and opportunity: Rethinking the role and function of developmental  education in community college. New Directions for Community Colleges, 145, 11–30.
  2. Baxter Hastings, N., Gordon, F. S., Gordon, S. P., Narayan, J., & Mathematical Association of America. (2006). A fresh start for collegiate mathematics: Rethinking the courses below calculus. Washington, DC: Mathematical Association of America.
  3. Brewer, D. S. (2009). The effects of online homework on achievement and self-efficacy of college algebra students. Retrieved from http://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1414&context=etd
  4. Brewer, D. S., & Becker, K. (2010). Online homework effectiveness for under prepared and repeating College Algebra students, Journal of Computers in Mathematics and Science Teaching, 29(4), 353-371
  5. Conley, D. T. (2007). The challenge of college readiness. Educational Leadership, 64(7), 23–29.
  6. Conley, D. T. (2010). College and career ready: Helping all students succeed beyond high school. San Francisco, CA: Jossey-Bass.
  7. Cooper, H. (2007). The battle over homework: Common ground for administrators, teachers,and parents. Thousand Oaks, CA: Corwin Press. 
  8. Fennema, E., & Sherman, J. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324–326. Retrieved from http://www.jstor.org/stable/10.2307/748467.
  9. Herriott, S. R. (2006). Changes in college algebra. In N. Baxter Hastings, F. S. Gordon, S. P. Gordon, J. Narayan, & Mathematical Association of America (Eds.), A fresh start for collegiate mathematics: Rethinking the courses below calculus (pp. 90-100). Washington, DC: The Mathematical Association of America.
  10. Hodges, D. Z., & Kennedy, N. H. (2004). Editor’s choice: Post-testing in developmental education, a success story. Community College Review, 32(3), 35-42.
  11. Hoyt, J. E., & Sorensen, C. T. (2001). High school preparation, placement testing, and College remediation. Journal of Developmental Education, 25(2), 26-34.
  12. Jacobson, E. (2006). Computer homework effectiveness in developmental mathematics.Journal of Developmental Education, 29(3), 2-8.
  13. Kinney, D. P. (2001). A comparison of computer-mediated and lecture classes in developmental mathematics. Research and Teaching in Developmental Education, 18(1), 32.
  14. Ma, X, & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for research in mathematics education, 28(1), 26–47.  
  15. Ma, Xin. (2001). Participation in Advanced Mathematics: Do Expectation and Influence of Students, Peers, Teachers, and Parents Matter? Contemporary educational psychology, 26(1), 132–146. doi:10.1006/ceps.2000.1050.
  16. Martino, P. Di, & Zan, R. (2010). Where does fear of maths come from? cerme8.metu.edu.tr, (2002). Retrieved from http://cerme8.metu.edu.tr/wgpapers/WG8/WG8_DiMartino.pdf 
  17. Martino, P., & Zan, R. (2009). “Me and maths”: towards a definition of attitude grounded on students’ narratives. Journal of Mathematics Teacher Education, 13(1), 27–48. doi:10.1007/s10857-009-9134-z 
  18. McLeod, D. (1992). Research on affect in mathematics education: A reconceptualization of research on mathematics teaching and learning. Retrieved from http://www.peterliljedahl.com/wpcontent/uploads/Affect-McLeod.pdf 
  19. Roderick, M., Nagaoka, J., & Coca, V. (2009). College readiness for all: The challenge for urban high schools. The Future of Children, 19(1), 185–210.
  20. Wooten, T., & Eggers, J. D. (2013). An investigation of online homework: Required or not? Contemporary Issues  in Education Research, 6(2), 189-197. 
  21. Zerr, R. (2007). A quantitative and qualitative analysis of the effectiveness of online homework in first-semester calculus. Journal of Computers in Mathematics and Science Teaching, 26(1), 55.
  22. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3.
  23. Zimmerman, B. J., Moylan, A., Hudesman, J., White, N., & Flugman, B. (2011). Enhancing self-reflection and mathematics achievement of at-risk urban technical college students. Psychological Test and Assessment Modeling, 53(1), 141–160.