Walden University

COLLEGE OF MANAGEMENT AND TECHNOLOGY

This is to certify that the doctoral dissertation by

Dawn Locklear

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has been found to be complete and satisfactory in all respects,
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and that any and all revisions required by
the review committee have been made.
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Review Committee
Dr. Thomas Spencer, Committee Chairperson,
Applied Management and Decision Sciences Faculty

Dr. Thea Singer, Committee Member,

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Applied Management and Decision Sciences Faculty

Dr. Richard Bush, University Reviewer

Applied Management and Decision Sciences Faculty

Chief Academic Officer

Eric Riedel, Ph.D.

Walden University
2012
 Abstract

Using Online Homework in a Liberal Arts Math Course

To Increase Student Participation and Performance

by

Dawn Locklear

MS, University of North Carolina at Chapel Hill, 1984

BA, St. Olaf College, 1982

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Dissertation Submitted in Partial Fulfillment
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Of the Requirements for the Degree of

Doctor of Philosophy

Applied Management and Decision Sciences

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Walden University

February 2012
 Abstract

Students enrolled in math courses many times have high levels of math anxiety, low math

self-efficacy and, in some cases, no desire to take this one required course. In addition,

faculty members many times are reluctant to teach these courses because of the

perception that many students are unmotivated and not engaged in the learning process.

The purpose of the present study was to evaluate the impact of online homework on

success in a liberal arts mathematics class. The conceptual framework for the present

study involved research on factors related to success in math courses. The research

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problem addressed in this study is that there has been little research addressing the unique

learning environment of a general education liberal arts math class and factors related to
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homework completion. The historical data for this quasi-experimental study were
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collected between 2007 and 2011 and included course outcome scores as well as

perceptions related to the course from students using the MyMathLab system of online

homework (n = 174) and those who were given traditional homework assignments (n =
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107). The research questions involved understanding the extent to which using online

homework using the MyMathLab system was associated with improved course outcomes.

Results of two sample t tests showed no difference in exam scores, overall course grades,

and interest in the course; however, number of homework attempts was statistically

higher in the MyMathLab group. Implications for positive social change include better

understanding of the factors that can lead to success in undergraduate college math.
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Using Online Homework in a Liberal Arts Math Course

To Increase Student Participation and Performance

by

Dawn Locklear

MS, University of North Carolina at Chapel Hill, 1984

BA, St. Olaf College, 1982

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Dissertation Submitted in Partial Fulfillment
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Of the Requirements for the Degree of
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Doctor of Philosophy

Applied Management and Decision Sciences

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Walden University

February 2012
 UMI Number: 3499869

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a note will indicate the deletion.

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UMI 3499869
Copyright 2012 by ProQuest LLC.
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unauthorized copying under Title 17, United States Code.
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 Dedication

This doctoral dissertation is dedicated to my parents, Don and Ardi Roberts. Dad,

you instilled in me a love for math and a passion for education. It is because of you that I

am the teacher I am today. You have both given me so much encouragement and love,

not only through this process, but throughout my entire life. I am truly grateful you will

witness the completion of this degree. I love you both!

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 Acknowledgments

This project would not have been possible without the help and support of many

people. First and foremost, I would like to thank my family. My husband, Bruce, was

always there to encourage me when I was ready to give up. My girls, Brittany and

Bethany, are the light of my life, and I truly cherish their support. I appreciate the

encouragement of my parents and sister who always believed in me. Without the support

of my entire family, this degree would never have become a reality.

I give special thanks to Dr. Thomas Spencer who was the chairman of my

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committee as well as my mentor. Throughout this entire process, he provided wise

council and direction when I was struggling for where to go next. I sincerely appreciate
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all the time he devoted to me through phone calls, e-mails, and the revision process.
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I would also like to thank Dr. Thea Singer for her insightful comments and

direction as this dissertation was taking shape. I truly value her input as well as her

willingness to serve on my committee.

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This study would not have been possible without the support of my colleagues

and the administration at my college. They have allowed me the time and the resources

necessary to complete this project. Their encouragement and prayers have helped more

than they could ever know. In particular, I am truly grateful to Professor Casie Szalapski

for her editing of this manuscript.

Finally, I would like to thank my heavenly Father for giving me the perseverance

to finish this dissertation. It is only through his strength that I was able to complete this

process.
 Table of Contents

List of Tables ..................................................................................................................... iv

List of Figures ......................................................................................................................v

Chapter 1: Introduction ........................................................................................................1

Introduction to the Problem ...........................................................................................1

Background ....................................................................................................................2

Problem Statement .........................................................................................................8

Purpose...........................................................................................................................8

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Significance of the Study ...............................................................................................9

Research Questions ......................................................................................................10

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Nature of the Study ......................................................................................................12
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Theoretical Framework ................................................................................................12

Definition of Terms......................................................................................................15

Assumptions.................................................................................................................16
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Overview of Remaining Chapters ................................................................................18

Chapter 2: Literature Review .............................................................................................19

Organization of the Chapter .........................................................................................19

Self-Efficacy ......................................................................................................... 20

Math Anxiety ........................................................................................................ 21

Homework....................................................................................................................27

Technology ..................................................................................................................30

Current Research in Online Homework ................................................................ 31

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 Online Homework Effectiveness .......................................................................... 38

Perceptions of Online Homework ......................................................................... 40

Advantages of Online Homework ........................................................................ 43

Disadvantages of Online Homework .................................................................... 46

Summary ......................................................................................................................47

Chapter 3: Research Method ..............................................................................................49

Introduction ..................................................................................................................49

Research Design...........................................................................................................50

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Setting and Sample ......................................................................................................50

Course Format ....................................................................................................... 52

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Homework............................................................................................................. 52
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Treatment: The Online Homework System ................................................................54

Problem Creation .................................................................................................. 55

Feedback ............................................................................................................... 56
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Assistance ............................................................................................................. 57

Data Collection and Analysis.......................................................................................59

Sample Size Determination................................................................................... 64

Participant Protection ............................................................................................ 66

Summary ......................................................................................................................66

Chapter 4: Results ..............................................................................................................68

Organization of the Chapter .........................................................................................68

Participants ...................................................................................................................68

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 Study Design ................................................................................................................70

Research Questions ......................................................................................................71

Research Question 1 ............................................................................................. 71

Research Question 2 ............................................................................................. 73

Research Question 3 ............................................................................................. 79

Research Question 4 ............................................................................................. 87

Summary ......................................................................................................................90

Chapter 5: Discussion, Conclusions, and Recommendations ...........................................91

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Overview ......................................................................................................................91

Interpretation of Findings ............................................................................................92

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Recommendations for Action and Social Change .....................................................101
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Recommendations for Future Research .....................................................................103

Conclusions ................................................................................................................106

References ........................................................................................................................108
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Appendix A: Syllabus ......................................................................................................117

Appendix B: Pearson Permission.....................................................................................121

Appendix C: Screen Shot .................................................................................................122

Appendix D: IDEA Form Comments ..............................................................................123

Curriculum Vitae .............................................................................................................126

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 List of Tables

Table 1. Distribution of Students Participating in the Study ........................................... 69

Table 2. Percentage of Assignments Attempted .............................................................. 72

Table 3. Test for Equality of Proportions for Assignments Attempted ........................... 73

Table 4. Descriptive Statistics for Exam Scores .............................................................. 74

Table 5. Levene’s Test for the Equality of Variances for Exam Scores .......................... 75

Table 6. Independent Sample Test for Equality of Means for Exam Scores ................... 75

Table 7. Descriptive Statistics for Exam Scores - Males ................................................. 76

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Table 8. Descriptive Statistics for Exam Scores - Females ............................................. 77

Table 9. Levene’s Test for the Equality of Variances - by Gender ................................. 77

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Table 10. Independent Sample Test for Equality of Means - Males ............................... 78
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Table 11. Independent Sample Test for Equality of Means - Females ............................ 79

Table 12. Grading Scale for Math Survey ....................................................................... 80

Table 13. Descriptive Statistics for Final Course Percentage .......................................... 81

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Table 14. Levene’s Test for the Equality of Variances for Final Course Percentage ...... 81

Table 15. Independent Sample Test for Equality of Means............................................. 82

Table 16. Grade Distribution by Gender.......................................................................... 83

Table 17. ABC Rates ........................................................................................................ 86

Table 18. Test for Equality of ABC Rates ....................................................................... 87

Table 19. Frequency Table and Descriptive Statistics for Subjective Questions ............ 88

Table 20. Levene’s Test for the Equality of Variances ................................................... 89

Table 21. Independent Sample Test for Equality of Means............................................. 89

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 List of Figures

Figure 1. Percent of students receiving given letter grade for each homework type…..84

Figure 2. Percent of males receiving given letter grade for each homework type……..85

Figure 3. Percent of females receiving given letter grade for each homework type…...85

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v
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Chapter 1: Introduction

Introduction to the Problem

Faculty members across college campuses are continually searching for ways to

improve their teaching methods and engage their students. Over the past decade, this has

included the integration of technology into the classroom. This technology can take on

many forms, from the use of PowerPoint presentations to a complete online course. Even

in face-to-face classrooms, technology can still play an important role. A growing trend

in lower-level math and science courses is the use of web-based or online homework in

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place of traditional paper and pencil assignments (Hodge, Richardson, & York, 2009).

The goal of using online homework is to enable students to experience more

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success in a math course (due to continuous availability of assistance) and to increase
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their math self-efficacy. Online homework allows professors the ability to create

assignments from a list of problems similar to those found in the course textbook or to

substitute in their own questions. It allows students the flexibility of internet technology
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to complete and submit homework assignments electronically and to receive immediate

feedback. A byproduct of implementing online homework is a reduction in faculty

workload due to the amount of time saved from grading daily or weekly assignments.

With all the benefits of using online homework, the question remains of whether online

homework is more effective than the traditional paper and pencil assignments in getting

students involved with the course, and whether it improves their overall performance.

Studies in online homework have been conducted in the areas of physics

(Bonham, Beichner, & Deardorff, 2001; Demirci, 2007; Dufresne, Mestre, Hart, & Rath,
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2002), accounting (Dillard-Eggers, Wooten, Childs, & Coker, 2008; Peng,

2009), finance (Smolira, 2008), calculus (Hirsh & Weibel, 2003; LaRose, 2010; Zerr,

2007), statistics, (Palocsay & Stevens, 2008; Porter & Riley, 1996), and college algebra

(Hauk, Powers, Safer, & Segalla, 2004; Hodge et al., 2009; Kodippili & Senaratne,

2008). However, little to no research has been conducted in the use of online homework

in a liberal arts math course. This study focused on the impact of online assignments

versus paper and pencil assignments in a general education liberal arts math course at a

small, private college in the Midwest.

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Background

Traditional K-12 math classes often take a layered approach (Romberg & Kaput,
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2009). Students spend their first 7 to 8 years of math practicing procedures with
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numbers, fractions, decimals, and percents until these concepts are mastered (or

memorized). From there, an algebra layer is added, then geometry, more algebra, and so

forth. Each course is designed to master a certain set of rules or concepts as a

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prerequisite to an upcoming course (Romberg & Kaput, 2009). The mechanics of this

process often isolate the topic of math away from other subjects or disciplines.

According to Romberg and Kaput (2009), “the traditional process of symbol

manipulation involves only the deployment of a set routine with no room for ingenuity or

flair, no place for guesswork or surprise, and no chance for discovery” (p. 4). Therefore,

math comes across as methodical, tedious, and boring, and the importance and usefulness

of math is literally lost in the process.

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As a student begins his or her postsecondary education, most degree

programs require the completion of at least one college-level mathematics course as a

fulfillment of their general education requirement. Often times this is satisfied with a

basic college algebra, trigonometry, statistics, or calculus course and represents a logical

continuation of the high school curriculum. For students majoring in math, science,

business or preprofessional programs, this remains a logical progression. However, for

students outside of these majors and not interested in the subject matter, these courses

only represent more intimidating equations, symbols, variables, and numbers. These

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students often fear failure based on their previous experiences (Thiel, Peterman, &

Brown, 2008), and they are unable to recognize the integration of math with their own
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discipline. It is for these students that many liberal arts colleges also provide an
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alternative type of math course.

Liberal arts mathematics differs from traditional college mathematics courses in

that it contains a variety of math topics rather than focusing on a single math subject
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(e.g., algebra, geometry, calculus, etc.; George, 2010). It was created many years ago as

a terminal math course, but its goal remains to instill in students the true essence and

beauty of mathematics by giving them a broad, general view of the subject and showing

them how it applies to everyday life (George, 2010). Some of the topics in a typical

liberal arts math course include an introduction to set theory, logic, consumer

applications, probability, statistics, problems solving, number theory, and networks. The

purpose of the course is to develop the student’s ability to reason with quantitative

information, help them acquire the critical thinking skills necessary to understand and
 4
solve real world applications across a variety of disciplines, and to be successful

in a mathematical setting.

The success of students in a college math course is dependent upon several factors

including the mathematical ability of the students, their knowledge of the subject, their

past experience (positive or negative) in previous math courses, the effectiveness of the

instruction, and their motivation to be successful (Thiel et al., 2008). Once students enter

higher education, the first three factors (math ability, previous knowledge, and past

experience) are fairly well established, so the focus must be placed on the effectiveness

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of the instruction and the student’s own motivation. Thus, today’s higher education

instructors need to carefully consider how to provide good mathematical opportunities to

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students who are not motivated by math-related activities yet still need to be successful in
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a college math course (MacKenzie, 2002; Paulos, 1988). For students who struggle with

math or have math anxiety, it is particularly important to design courses that are engaging

and meaningful while still providing rigorous instruction and maintaining high
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expectations for math numeracy (Farrell, 2006; MacKenzie, 2002).

The traditional framework for most college math courses includes a lecture by the

professor or graduate assistant followed by homework problems completed by the student

(Berry & Sharp, 1999). The student is dependent upon the instructor for learning the

material. If the instructor does not communicate the content effectively, or in a way that

connects with the student, learning is minimized. Berry and Sharp (1999) referred to this

as the “empty vessel” perspective of teaching because knowledge is poured into the

student (through lectures) and poured out again (through homework and examinations),
 5
leaving the student only slightly less empty upon the completion of the course

(p. 27). Students learn what they need to learn to pass the test but then quickly forget.

They only possess a superficial understanding of the material (Perry, 2004). In math, this

can be problematic as concepts continue to build upon one another. If the foundational

knowledge is superficial, it becomes difficult to move forward to new concepts. On the

other hand, knowledge that is gained through personal discovery results in a deeper level

of understanding and forms a stronger foundation to build upon (Berry & Sharp, 1999).

A critical component of math self-discovery is the completion of homework,

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which will increase the learning and understanding of math at any age level. The essence

of learning math is by doing math and not passively listening (Thiel et al., 2008). The
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purpose of homework is to allow students to do the math and improve their knowledge
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and perception of the material (Smolira, 2008). Several studies have been done in this

area including Dillard-Eggers et al. (2008), Cooper, Robinson, and Patall (2006),

Rayburn and Rayburn (1999), and Ramdass and Zimmerman (2011), all of which
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indicate that course grade and overall performance is positively affected by the extent of

homework done. Further details of these studies are addressed in Chapter 2. One

approach to motivate students to complete the homework is to collect and grade it with

the homework grade becoming part of the overall final course grade (Peters, Kethley, &

Bullington, 2002). In the traditional math course, it is nearly impossible for an instructor

to grade all of the homework problems assigned for each student. Often only a portion is

graded and the remainder of the assignment is checked for completeness not correctness

(Hodge et al., 2009). Even if the assignments are graded, the feedback may not be
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received in a timely manner for students to adjust any incorrect thought

processes prior to an exam. This is particularly problematic if the instructor introduces a

new topic before he or she returns the feedback from the previous foundational

homework (Butler & Zerr, 2005). One way to improve the effectiveness of the overall

homework and feedback process is through the introduction of online homework

(Brewer, 2009).

Technology is something today’s students are inherently familiar with and use on

a daily basis, with text messaging, e-mail, Facebook, Twitter, and so forth. It is reported

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that 98% of college freshmen have cell phones and 98.4 % have some type of computer

(Smith, Salaway, & Caruso, 2009). Course syllabuses now must specifically address the
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acceptable classroom use of cell phones and laptop computers. Yet, the use of
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technology beyond a PowerPoint presentation is generally absent from most traditional

collegiate classrooms. Faculty members tend to teach the way they were taught and are

more skeptical about the use of technology (Trenholm, 2006). The traditional “chalk and
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talk” is the norm rather than the exception. Using web-based or online homework for

working problems and providing feedback is one way to incorporate technology into the

classroom (Dillard-Eggers et al., 2008).

Online homework is generally defined to be a complete set of online, computer

generated homework problems. Homework systems such as Course Compass

(www.coursecompass.com), CengageNow (www.cengage.com), and Homework

Manager (http://mpss.mhhe.com) are correlated with a particular publisher and textbook,

whereas WebAssign (www.webassign.com) and WeBWorK (http://webwork.maa.org)

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are web-based homework systems and not textbook specific. The systems that

correlate to a textbook generate problems similar in difficulty and problem type to those

found at the end of each section in the text itself. The problems include a few true-false

and multiple-choice questions, but the majority of exercises require short answers or

problem solutions. Students are immediately informed if their answers are correct or

incorrect. If an answer is incorrect, various amounts of other feedback (dependent upon

the homework system being used) may also be given as to why it was wrong, and the

student is then able to make corrections and resubmit the answer. The specific online

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homework system analyzed in this study is more fully described in Chapter 3. The

overall purpose of using online homework is to enable students to experience more

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success in a math course (because they can rework the problem until they get it correct)
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and to increase their math self-efficacy.

In previous studies, the use of online homework versus traditional paper and

pencil homework yielded mixed results across various disciplines. Porter and Riley
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(1996), Dufresne et al. (2002), Hirsh and Weibel (2003), and LaRose (2010) all

determined that online homework increased performance as indicated by test scores. On

the other hand, Bonham et al. (2001), Hauk et al. (2005), Kodippili and Senaratne (2008),

and Brewer (2009) all concluded that online sections performed slightly better than

traditional sections of the same course, although the difference was not statistically

significant. Further details of these studies are examined in Chapter 2. Even though the

results have been mixed, these studies reach a general consensus and conclude that online
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homework does not hurt overall course performance, and it is at least as good as

its traditional paper and pencil counterpart.

Problem Statement

Liberal arts math courses are offered as a fulfillment of the general education

math requirement. Students enrolled in this type of course require no further upper-level

math, and they have no desire to continue on the traditional track by taking college

algebra, trigonometry, or statistics. Many of these students struggled with math in high

school and bring along years of excess math baggage. This can take the form of math

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anxiety, low math self-efficacy, and even apathy. For most students, this is the last math

course they will ever need to take, and their goal is to survive the experience. From the
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instructor’s perspective, the problem is how to reach these unique students, engage them
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in the learning process, help them be successful in a college math setting, and possibly

even instill in them an appreciation for the subject matter.

Purpose
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The purpose of this research study was to evaluate the impact of online homework

in a liberal arts mathematics class and to determine the effectiveness of this type of

homework in addressing the stated problems. By utilizing data from both the online

assignments and the traditional paper and pencil assignments, this study considered

whether the students became more engaged in the course (as measured by percent of

assignments attempted), if their understanding of the subject matter improved (as

measured by exam scores), the difference the assignment style made in overall course

performance (as measured by final grades), and whether their overall feelings about the
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course improved (as measured by a student survey). The ultimate goal of this

study, and others before it, is to enable the students to be successful in a college-level

math class.

Significance of the Study

Professors continually look for new and innovative ways to reach the unique

students enrolled in liberal arts math, to engage them in the learning process, and to help

them be successful in a college math setting. Some educators are replacing the traditional

classroom lecture setting with a more interactive approach where the students are doing

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the math rather than merely hearing about it (Zerr, 2007). Others are changing the

homework methodology and implementing the use of online assignments as opposed to

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the traditional paper and pencil assignments (Bonham et al., 2001; Brewer, 2009;
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Dufresne et al., 2002; Hauk et al., 2004; Hirsh & Weibel, 2003; Kodippili & Senaratne,

2008; LaRose, 2010; Palocsay & Stevens, 2008; Porter & Riley, 1996). As today’s

generation of students has embraced technology, they may be more motivated to use the
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technology to complete the homework rather than using plain paper and pencil (Dillard-

Eggers et al., 2008). The question is whether online homework assignments allow the

students to become more involved and engaged in the class and whether this leads to

better overall performance.

This study will add to the growing body of research examining the effectiveness

of online homework systems. Previous studies have addressed the topic of online

homework in other disciplines and even in other types of math courses. Yet none have

pursued the use of online homework in a liberal arts math course. The type of student
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who is enrolled in this course is very different than those in a typical math

course, so the results of previous studies may not be indicative of the results of this study.

This study can have value to other liberal arts college professors who must teach a

lower-level math course as a fulfillment of a general education requirement. Veteran

professors often avoid teaching these types of courses because of the lack of motivation

and math ability on the part of the students. The beauty of a liberal arts math course is

that it can touch on many subject areas and help students realize that math does not exist

in a vacuum, but that it has relevance in many disciplines and it is essential for success in

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the real world. If tools can be found to engage the students in this type of course, it

becomes much more enjoyable to teach. IE

The results of this study show that online homework is one tool that can be used
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to motivate these unique students and to help them be successful in a math classroom. If

a student can experience some level of mathematic success, their view of the subject

matter may improve and their last formal math course can leave them with a positive
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change in attitude and a better appreciation of the subject matter.

Research Questions

The following questions were examined in this study (these questions are more

thoroughly developed in Chapter 3):

Research Question 1: Is there an increase in the percentage of assignments

attempted when students utilize online assignments as compared to when traditional paper

and pencil assignments are used?

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H01: The percentage of assignments attempted is the same for the

online assignment sections and the traditional paper and pencil assignment sections.

H11: The percentage of assignments attempted is greater for the online

assignment sections than the traditional paper and pencil assignment sections.

Research Question 2: Is there an increase in the understanding of material when

students utilize online assignments as compared to when traditional paper and pencil

assignments are used?

H02: The average exam scores are the same for students in the online assignment

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sections and those in the traditional paper and pencil assignment sections.

H12: The average exam scores are greater for students in the online assignment
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sections than those in the traditional paper and pencil assignment sections.
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Research Question 3: Is there an increase in overall course performance when

students utilize online assignments as compared to when traditional paper and pencil

assignments are used?

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H03: The distribution of final grades is the same for the online assignment

sections and the traditional paper and pencil assignment sections.

H13: The distribution of final grades is higher for the online assignment sections

than the traditional paper and pencil assignment sections.

Research Question 4: Is there an improvement in student attitude toward or

interest in the course based upon the homework method used?

H04: The average course rating is the same for the online assignment sections and

the traditional paper and pencil assignment sections.