Effects of a Web-based homework delivery and submission system on student achievement and student attitudes in a one-semester calculus course

The purpose of this study was to determine if the use of a Web-based homework delivery and submission system (WebAssign) had an effect on student achievement and student attitudes in a one-semester, terminal calculus course.;This study employed a quasi-experimental, nonrandomized control group design with the administration of a post-test to determine student achievement. Student surveys and student interviews were conducted in order to provide data for a qualitative analysis.;Two intact sections of calculus comprised the experimental group and the control group. The experimental group (E, n = 36) obtained and submitted their weekly homework assignments over the Web using WebAssign. The control group (C, n = 38) was given a sampling of problems from the textbook that were submitted traditionally (pencil-and-paper) each week. Both classes were taught the same calculus content and were given the same daily homework and the same tests.;Analysis of covariance revealed that there was no significant difference in final homework averages, test scores, exam scores, test averages, and final averages due to treatment between the two groups. A second analysis, using the final homework submission for the WebAssign group, yielded significant differences on four of the eleven homework assignments, but again, the students' final homework average was not affected significantly by the treatment. The effect of attendance (absenteeism) had a significant negative effect on the achievement of students in both groups on homework. Results from the student interviews indicated that the overall experience using WebAssign was a favorable one. Students overwhelmingly supported and valued the WebAssign features of immediate response and multiple submissions. Most students favored WebAssign over traditional homework; however, some still saw the merits of both methods.;The results of this study indicate that overall achievement is not harmed by using WebAssign, and in fact, is probably helped in the single area of homework achievement. Students favor the immediate response and multiple submission features of the system and are motivated to work to perfection. Most students felt that WebAssign helped them learn the material for the course. Continued research using WebAssign in mathematics courses should be undertaken.