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dc.contributor.authorBabcock, Robert Dean III
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2016-02-19T20:41:17Z
dc.date.available2016-02-19T20:41:17Z
dc.date.issued2014-07
dc.description.abstractThis study examined the impact of technology-based homework on student performance. A comparison was made using two classes of world history students; one with traditional paper and pencil homework assignments and another using technology. The purpose of this study was to examine the effect of technology-based homework on student achievement as measured by classroom exams. The null-hypothesis was that there would be no significant increase in student achievement on classroom exams because of the use of technology- based homework. Through a convenience sampling of fifty-four tenth-grade honors world history students were chosen for this study; twenty-eight in the control and twenty-six in the experimental groups. The study was done the second semester of the 2013-2014 academic school year in Baltimore County Public Schools. Using an independent t-test to examine performances of both groups on the final exam demonstrated a rejection of the null-hypothesis with a significant difference in scores [t(50)=- 2.091. p <.05].en_US
dc.format.extent27 p.en_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M2ZX6X
dc.identifier.urihttp://hdl.handle.net/11603/2297
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshHomework -- Research
dc.subject.lcshComputer-assisted instruction -- Research
dc.titleEffectiveness of Technology-Based Homeworken_US
dc.typeTexten_US


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