TY - JOUR
T1 - A Comparison of the Effects of Two Different Online Homework Systems on Levels of Knowledge Retention in General Chemistry Students
AU - Nabulsi, Leena
AU - Nguyen, Amy
AU - Odeleye, Oluwatobi
N1 - Publisher Copyright:
© 2020, Springer Nature B.V.
PY - 2021/2
Y1 - 2021/2
N2 - 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.
AB - 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.
KW - First-year undergraduate
KW - High school/general chemistry
KW - Knowledge retention
KW - Online homework systems
KW - Student-centered learning
KW - Testing/assessment
UR - http://www.scopus.com/inward/record.url?scp=85099382829&partnerID=8YFLogxK
U2 - 10.1007/s10956-020-09872-2
DO - 10.1007/s10956-020-09872-2
M3 - Article
AN - SCOPUS:85099382829
SN - 1059-0145
VL - 30
SP - 31
EP - 39
JO - Journal of Science Education and Technology
JF - Journal of Science Education and Technology
IS - 1
ER -