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Enhancing student achievement through computer‐generated homework
Author(s) -
Milkent Marlene M.,
Roth WolffMichael
Publication year - 1989
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660260702
Subject(s) - mathematics education , aptitude , student achievement , academic achievement , drill , computer assisted instruction , psychology , achievement test , standardized test , developmental psychology , engineering , mechanical engineering
The purpose of this study was to investigate the effects of interactive computer‐generated homework on student achievement. Of two sections of Physical Science I, one received homework via the computer; the other received printed, equivalent homework assignments. The results of this study indicate that the use of drill‐and‐practice computer homework minimizes differences among students with a corresponding decrease in the correlation between posttest scores and entry‐level combined ACT science and mathematics scores. The results also support the basic assumption of mastery learning that appropriate instruction will decrease the relationship between aptitude and achievement.