A Comparison of the Effects of Two Different Online Homework Systems on Levels of Knowledge Retention in General Chemistry Students

Leena Nabulsi, Amy Nguyen, Oluwatobi Odeleye

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Online homework systems have been shown to help student achievement in chemistry courses. This study sought to compare the levels of knowledge retention in students over the course of a semester, using two different types of homework systems—the adaptive-responsive system and the traditional-responsive system. Two sections of a first semester general chemistry course were investigated, with one section using the adaptive-responsive system and the other using the traditional-responsive system. Students’ grades on cumulative exams were compared across both sections, and it was found that students using the adaptive-responsive system scored significantly higher on the exams and retained significantly more information than the students in the other section. The results of this study should help inform the choices educators make regarding the homework system they choose to use, or even which parts of the different systems they choose to use or not to use based on the outcomes they would like for their student population.

Original languageEnglish
Pages (from-to)31-39
Number of pages9
JournalJournal of Science Education and Technology
Volume30
Issue number1
DOIs
StatePublished - Feb 2021

Keywords

  • First-year undergraduate
  • High school/general chemistry
  • Knowledge retention
  • Online homework systems
  • Student-centered learning
  • Testing/assessment

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