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Getting the Most Out of Online Homework
Session S158
George WoodburyCollege of the Sequoias
Visalia, CA
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Benefits of Incorporating Online Homework
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Potential Conflicts
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Conflict #1Learning vs. Copying (or
worse)
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Copying
Overuse of Learning
Aids
Tutor
Other Hired Help
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Conflict #2Student vs. Instructor
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My Traditional Approach (Algebra)Homework (1
assignment/section)Quizzes (2 quizzes/chapter)20-30% of total grade
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If homework is worth 30% of the course grade …Students only need to score
40/70 (57%) of the remaining points in order to pass the class.
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Help Your Students Understand
the Purpose of Homework
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Explain How the Learning Aids Work, and How to Avoid Abuse
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Student Best Practices DocumentLocated on my website:
georgewoodbury.com
(You can also email me for a copy.)
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Don’t just guess or look for patterns.
When you hand in an exam, your instructor won’t say “That’s wrong. Guess again.”
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Keep a notebook for working out homework problems.You will have to do
these problems by hand on your exam – you should do your homework the same way. When you get a
problem wrong, you need to be able to figure out why.
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Don’t copy & paste your way through the assignment.
What will you copy from during the exam?
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Don’t over rely on step-by-step solutions.
What will happen during the exam when you ask your instructor to walk you through a problem, step-by-step?
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The video lectures are a helpful tool.While these videos are an excellent supplement, they are not intended to replace your classroom lecture.Don’t skip class because
you can always watch the video later.
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TWO APPROACHES THAT MOTIVATE STUDENTS
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Approach 1: Student Contracts
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My First Contract With My Students Any student who meets the
following criteria will have the option of completing a final cumulative assignment instead of taking the final exam. In such a situation, the student will keep the grade that they had before the final.
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Criteria for ContractPerfect scores on all online
homework assignmentsOnline quiz average of at least
80%No more than 2 absencesExam average of at least 70%
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ResultsFall 2007My Class
With Contract
Spring 2007My ClassesNo Contract
Fall 2007Campus
WidePass 48.3%
Fail 33.8%
Drop 17.9%
Retention
82.1%
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ResultsFall 2007My Class
With Contract
Spring 2007My ClassesNo Contract
Fall 2007Campus
WidePass 49.4% 48.3%
Fail 36.5% 33.8%
Drop 14.1% 17.9%
Retention
85.9% 82.1%
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ResultsFall 2007My Class
With Contract
Spring 2007My ClassesNo Contract
Fall 2007Campus
WidePass 68.5% 49.4% 48.3%
Fail 22.2% 36.5% 33.8%
Drop 9.3% 14.1% 17.9%
Retention
90.7% 85.9% 82.1%
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Comparison To Prior SemesterTest Averages
AverageFall ’07
With ContractSpring ’07
No ContractA 35% 12%
B 39% 21%
C 12% 36%
D 8% 9%
F 6% 22%
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Comparison To Prior Semester
Success Rate, by ExamFall 2007
With ContractSpring
2007No Contract
Test 1 – Transition 83% 74%Test 2 – Radicals 79% 55%Test 3 – Quadratic 80% 62%Test 4 – Functions 76% 61%Test 5 – Exp./Logs 71% 36%Test 6 – Conics 94% 92%
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Comparison To Prior Semester
Percentage of A’s, by ExamFall 2007
With ContractSpring 2007
No ContractTest 1 – Transition 44% 30%Test 2 – Radicals 42% 20%Test 3 – Quadratic 35% 24%Test 4 – Functions 41% 21%Test 5 – Exp./Logs 33% 12%Test 6 – Conics 92% 76%
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Comparison To Prior Semester
Mean Score, by ExamFall 2007
With ContractSpring 2007No Contract
Test 1 – Transition 83.0 77.6Test 2 – Radicals 79.6 67.6Test 3 – Quadratic 79.7 73.8Test 4 – Functions 81.0 71.8Test 5 – Exp./Logs 75.0 58.3Test 6 – Conics 93.1 88.5
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OutcomeStudents understood that the goal of
the class was to learn and understand the material.
Students knew that they had to perform well on exams to earn the benefit(s) of the contract, and that doing well on the homework was the best way to do well on the exams.
The perks obtained from the contract were a significant extrinsic motivator.
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Approach 2:Mastery Learning
& Elements of Game Design
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Grading SystemI wanted to create a grading
system that was not just a translation of the standard grading scale.
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Test GradesTests are graded pass (70% or
above) or fail.Pass = 1 Point, Fail = 0 PointsHomework and quizzes do not
directly count towards a student’s grade, but instead can be used to “level up”.
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Leveling UpStudents who have satisfactory
online homework scores (90% on each assignment) and online quiz scores (70% on each quiz) level up and have a chance to earn bonuses.
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Bonus Earned70-79% on test: 2 points (instead
of 1)
80-100% on test: 3 points (instead of 1)
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Mastery LearningLeveled up, but failed test:
Students can retest the following week for 1 point
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Points Available25 points available before final
6 tests (up to 3 points each)1 test is doubled4 points for final review quiz/homework assignment
100 points from final exam
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GradesA: 100 pointsB: 88 pointsC: 76 points
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ResultsOnly 1 drop from 47 students
(98% retention)3 students did not take the finalA: 15 B: 8 C: 5 D: 4 F: 1433% A’s, 61% Success
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Common Final Results43 of my students took a
common final exam, along with 101 students from different classes/instructors.
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Common Final ResultsMean: 12.5 higher than control
groupMedian: 14 higher than control
groupMedian was greater than Q3 for
control
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Semester 2Intermediate Algebra
Mean score increased by 6.4 pointsMedian score increased by 11 points
Elementary AlgebraMean: 77.2 Median: 81.5Q1: 75
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Historical Results – Now in Semester 5Typical Exam: 60% level up
Leveled Up: Success rate of approximately 90% on exams
Did Not Level Up: Success rate of approximately 50% on exams
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OutcomeStudents knew that homework
scores only mattered if they were successful on exams.
Students understood that they were to use the online homework to learn and understand the material.
The perks obtained from “leveling up” were a significant extrinsic motivator.
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Summary
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Make Students Aware of Benefits Gained from Doing Homework the “Right Way”
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Make Students Aware of Pitfalls of Not Doing
Homework the “Right Way”
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Create a Grading System that Encourages Doing
Homework, but Puts the Emphasis on Learning and
Understanding