Measuring the effectiveness of online problem solving for improving academic performance in a probability course
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hdl:2117/370940
Tipus de documentArticle
Data publicació2022-01-13
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Reconeixement-NoComercial-SenseObraDerivada 4.0 Internacional
Abstract
Research on impact in student achievement of online homework systems compared to traditional methods is ambivalent. Methodological issues in the study design, besides of technological diversity, can account for this uncertainty. Hypothesis This study aims to estimate the effect size of homework practice with exercises automatically provided by the ‘e-status’ platform, in students from five Engineering programs. Instead of comparing students using the platform with others not using it, we distributed the subject topics into two blocks, and created nine probability problems for each block. After that, the students were randomly assigned to one block and could solve the related exercises through e-status. Teachers and evaluators were masked to the assignation. Five weeks after the assignment, all students answered a written test with questions regarding all topics. The study outcome was the difference between both blocks’ scores obtained from the test. The two groups comprised 163 and 166 students. Of these, 103 and 107 respectively attended the test, while the remainder were imputed with 0. Those assigned to the first block obtained an average outcome of −1.85, while the average in the second block was −3.29 (95% confidence interval of difference, −2.46 to −0.43). During the period in which they had access to the platform before the test, the average total time spent solving problems was less than three hours. Our findings provide evidence that a small amount of active online work can positively impact on student performance.
Descripció
The version of record of this article, first published in "Education and information technologies", is available online at Publisher’s website: 10.1007/s10639-021-10876-7 The version of record is available online at: Education and information technologies http://dx.doi.org/10.1007/s10639-021-10876-7
CitacióGonzalez, J.; Giuliano, M.; Pérez, S.N. Measuring the effectiveness of online problem solving for improving academic performance in a probability course. "Education and information technologies", 13 Gener 2022, vol. 27, núm. 5, p. 6437-6457.
ISSN1360-2357
Versió de l'editorhttps://link.springer.com/article/10.1007/s10639-021-10876-7
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main document Ed IT preprint final.docx | Artículo principal | 530,1Kb | Microsoft Word 2007 | Visualitza/Obre |