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The effects of Internet-based testing versus traditional testing on Elementary Algebra students' achievement and attitudes
DISSERTATION

, North Carolina State University, United States

North Carolina State University . Awarded

Abstract

The purpose of this study was to investigate the effects of differing methods of testing in a developmental mathematics course, Elementary Algebra taught at a community college. The treatment was the use of WebAssign, a homework delivery system via the Internet to administer all assignments for the treatment group versus traditional paper/pencil assignments for the control group, while determining the effects on student achievement, student attitudes, and the impact of technology within a mathematics classroom. Utilizing quantitative and qualitative methods data was collected during the Fall semester of 2001. A quasi-experimental non-randomized control group design was employed in this research. Pretests, posttests, homework assignments, quizzes, chapter tests, attitude surveys, student opinion surveys and interviews were the instruments used in this study.

The mean scores of the control group were higher than the experimental group for the variables: final average, final exam score, homework average, quiz average, and test average. Independent sample t-tests reveal these differences were not statistically significant. As for the sixteen individual assignments, no statistically significant differences were detected between the control group and the experimental group. ANOVA procedures indicated a moderate effect for students' homework average within the groups and between groups with respect to the type of student.

Analysis of covariance detected a moderate difference between the groups due to the treatment. Absenteeism also had a moderate effect on student achievement. The effect of educational background and students' attitude ratings on achievement was significant, p < 0.05. Surveys and interviews indicate that students in the experimental group believed that the treatment influenced their achievement in a significant manner, but has not necessarily had a significant or lasting impact on their perceptions of mathematics.

Citation

Felzer, J.S. The effects of Internet-based testing versus traditional testing on Elementary Algebra students' achievement and attitudes. Ph.D. thesis, North Carolina State University. Retrieved March 28, 2024 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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