Effectiveness of Technology-Based Homework

Abstract

This 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].