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Journals / Turkish Online Journal of Distance Education / 2006 / Cilt: 7 - Sayı: 3

Developing Web-oriented Homework System to Assess Students’ Introductory Physics Course Performance and Compare to Paper-based Peer Homework

Neset DEMIRCI
Pages
105–119
Publication Date
2006-09-01
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

No significant differences were found in students’ Force Concept Inventory (FCI) test scores; however, average homework performance scores were significant that could be attributed to the homework method used in favor of paper-based peer homework group.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The World Wide Web influences education and our lives in many ways.
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Key Findings & Data:In this study, web-oriented homework system is developed to assess students’ introductory physics course performance.
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Conclusion & Impact:No significant differences were found in students’ Force Concept Inventory (FCI) test scores; however, average homework performance scores were significant that could be attributed to the homework method used in favor of paper-based peer homework group.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Physics Assessment · Web-Based Homework · Paper-Based Homework

Abstract

The World Wide Web influences education and our lives in many ways. Nowadays, Web-based homework has been becoming widespread practice in physics courses and some other courses as well. Although are some disputes whether this is an encouraging or risky development for student learning, there is limited research assessing the pedagogical effect of changing the medium from written, hand-graded homework to online oriented, computer-graded homework. In this study, web-oriented homework system is developed to assess students’ introductory physics course performance. Later on, these results are compared with paper-based (peer) homework performance for mid enrollment physics courses. One of two identical sections of introductory physics course students received paper-based, hand graded group homework while the other received the individual web-based homework. Then two groups’ on conceptual and problem-solving performance measures are compared. No significant differences were found in students’ Force Concept Inventory (FCI) test scores; however, average homework performance scores were significant that could be attributed to the homework method used in favor of paper-based peer homework group.

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Cite This Article

DEMIRCI, N. (2006). Developing Web-oriented Homework System to Assess Students’ Introductory Physics Course Performance and Compare to Paper-based Peer Homework. Turkish Online Journal of Distance Education, Cilt: 7 - Sayı: 3, 105–119. https://ajindex.com/articles/140630

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