Teachers' Beliefs about Web-Based Homework in Mathematics: Effects of Level of Student Achievement and Level of Course

With use of web-based homework systems (WBH) increasing in mathematics classrooms, a study was conducted in which 236 secondary mathematics teachers completed a survey assessing the extent to which their beliefs on the effectiveness of WBH varied according to "level of student achievement"...

Full description

Saved in:
Bibliographic Details
Published inThe journal of computers in mathematics and science teaching Vol. 40; no. 1; pp. 5 - 28
Main Authors Lord, Alexander J, Torff, Bruce
Format Journal Article
LanguageEnglish
Published Association for the Advancement of Computing in Education 01.01.2021
Subjects
High Achievement
Homework
Individual Differences
Low Achievement
Mathematics Achievement
Mathematics Activities
Secondary School Teachers
Teacher Attitudes
Teacher Characteristics
Web Based Instruction
Online AccessGet more information

Cover

More Information
Summary:With use of web-based homework systems (WBH) increasing in mathematics classrooms, a study was conducted in which 236 secondary mathematics teachers completed a survey assessing the extent to which their beliefs on the effectiveness of WBH varied according to "level of student achievement" and "level of course." Results indicate that teachers judged WBH to be significantly more effective for lower-achieving students and for students enrolled in lower-level courses. These results suggest that increased use of WBH has potential to mitigate achievement gaps in mathematics by supporting the performance of underachieving students. The results also suggest that use of WBH is likely to continue to expand as teachers work to increase student performance, especially among underachievers.
ISSN:0731-9258