Abstract

The effects of web-based homework and paper-and-pencil homework on student achievement were compared by conducting conceptual tests, exams, and homework assignments. The study was performed on two groups (287 students in total) during three semesters at a public university in the middle region of the US.  Of the two identical sections of an introductory calculus-based course, students in one section received paper-and-pencil homework, while the students in the other section received web-based homework. When the results obtained from the study were evaluated statistically, it was found that there was not any significant difference in conceptual test and exam scores between the two groups throughout the three semesters. However, the homework performance scores for the web-based homework group were higher than the performance scores of the paper-and-pencil homework group.

Key words: Higher education, paper-and-pencil homework, physics education, web-based homework.