Comparison of Student Performance Using Web and Paper-Based Homework in College-Level Physics

Abstract: Homework gives students an opportunity to practice important college-level physics skills. A switch to Web-based homework alters the nature of feedback received, potentially changing the pedagogical benefit. Calculus- and algebra-based introductory physics students enrolled in large paired lecture sections at a public university completed homework of standard end-of-the-chapter exercises using either the Web or paper. Comparison of their performances on regular exams, conceptual exams, quizzes, laboratory, and homework showed no significant differences between groups; other measures were found to be strong predictors of performance. This indicates that the change in medium itself has limited effect on student learning. Ways in which Web-based homework could enable exercises with greater pedagogical value are discussed. 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 1050–1071, 2003 Web-based homework is a rapidly growing educational use of the Internet. At least a hundred thousand U.S. students currently submit their homework for computerized grading over the Web while attending real (nonvirtual) classes, and the practice is also growing rapidly in math, chemistry, and other sciences.1 In addition to this are students enrolled in on-line courses and those who use on-line practice quizzes and the like. ‘‘Anytime, anywhere’ ’ computerized systems which instantly mark answers right or wrong and then allow errors to be corrected are replacin