Web-Based Homework versus Paper-Based Homework in United Arab Emirates Secondary Mathematics

This study investigated whether Web-based homework (WBH) in mathematics is a method of homework delivery more suitable than traditional paper-based homework (PBH) for United Arab Emirates (UAE) secondary students in Abu Dhabi. Few studies have addressed delivery methods for mathematics homework outside of a context where homework is considered usual practice. The study centres in the UAE because of its culturally distinctive attitudes towards homework completion and reportedly low levels of self-efficacy among Emirate students. If homework completion and performance were to increase, WBH could offer opportunities to enrich student learning and engagement in mathematics. This study used the WBH tools Myimaths and GeoGebra in selected school years. The research questions for this study were as follows: (1) Do students interact more with WBH than with PBH? (2) What are student perceptions of their learning with WBH and PBH? The sample consisted of approximately 2,000 students. The data for this two-group, pre-and post-test control group design was collected over three years, covering school years 2012 to 2015. As a measure of interaction, a Pearson Chi-square test suggested that student homework completion was significantly higher in the WBH group. The result led to the rejection of the null hypothesis for the first research question, suggesting that students do interact more with WBH than with PBH. Analysis of the student survey and interview transcript notes indicated that students perceived they spent more time practicing mathematics using the WBH tools due to the immediate feedback offered by the tools. Furthermore, they were encouraged by the feedback to review their mistakes and revise their thinking, subsequently resubmitting their WBH to get a higher score. Student perceptions in this study were that the availability of multiple homework submissions was a motivating factor that contributed to them spending more time practicing mathematics. Students reattempted the homework tasks that led to the possibility of them revising certain mathematical concepts and procedure while in pursuit of a higher homework score. Though WBH is limited in terms of written explanations and partial credit scores for correct mathematical procedures, in comparison to PBH, student interview perceptions in this study were that the WBH tools used facilitated positive interaction effects. The effects described were improved levels of motivation, positive peer communication, higher rates of homework completion and an improvement in their mathematics homework performance