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On the Impact of Homework Format in an Elementary Statistics Course.

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Title: On the Impact of Homework Format in an Elementary Statistics Course.
Authors: Kaylor, Lisa1, Westgate, Bradford1
Source: Ohio Journal of School Mathematics. Fall2025, Vol. 101, p30-38. 9p.
Subject Terms: *Homework, *Student surveys, *Academic achievement, *Psychology of students, Statistics
Abstract: This study compared online and written homework in an Elementary Statistics course with respect to student outcomes and opinions. Two instructors taught two sections each, one with online homework and one with written homework. There were no significant differences between homework formats for grades on exams and quizzes or on an embedded explanation question, although the mean homework grade for sections with online homework was significantly higher (uncorrected for multiple comparisons). Student survey results had a higher mean rating for written homework than online, indicating a more positive opinion towards written homework. Student feedback was synthesized to contextualize these results. [ABSTRACT FROM AUTHOR]
Copyright of Ohio Journal of School Mathematics is the property of Ohio Council of Teachers of Mathematics and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: On the Impact of Homework Format in an Elementary Statistics Course.
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  Data: <searchLink fieldCode="AR" term="%22Kaylor%2C+Lisa%22">Kaylor, Lisa</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Westgate%2C+Bradford%22">Westgate, Bradford</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Ohio+Journal+of+School+Mathematics%22">Ohio Journal of School Mathematics</searchLink>. Fall2025, Vol. 101, p30-38. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22Homework%22">Homework</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+surveys%22">Student surveys</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study compared online and written homework in an Elementary Statistics course with respect to student outcomes and opinions. Two instructors taught two sections each, one with online homework and one with written homework. There were no significant differences between homework formats for grades on exams and quizzes or on an embedded explanation question, although the mean homework grade for sections with online homework was significantly higher (uncorrected for multiple comparisons). Student survey results had a higher mean rating for written homework than online, indicating a more positive opinion towards written homework. Student feedback was synthesized to contextualize these results. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Ohio Journal of School Mathematics is the property of Ohio Council of Teachers of Mathematics and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191568673
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 9
        StartPage: 30
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      – SubjectFull: Homework
        Type: general
      – SubjectFull: Student surveys
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      – SubjectFull: Academic achievement
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      – SubjectFull: Psychology of students
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      – SubjectFull: Statistics
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      – TitleFull: On the Impact of Homework Format in an Elementary Statistics Course.
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            – D: 01
              M: 09
              Text: Fall2025
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              Y: 2025
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