Predicting Student Success via Online Homework Usage

Abstract

With the amount of data available through an online homework system about students' study habits, it stands to reason that such systems can be used to identify likely student outcomes. A study was conducted to see how student usage of an online chemistry homework system, Online Web-based Learning (OWL) correlated with student success in a general chemistry course. Online chemistry homework activity was examined for first-year students taking general chemistry at a mid-size, private university. The six different chemistry question sets examined were: bond properties; standard molar enthalpy; electronegativity; Lewis dot structures; calorimetry; and stoichiometry. Students' OWL activity was then correlated with their exam grades and their final course grades. Results showed that higher average time spent per question correlated positively with student success as measured by final grades. However, multiple attempts per question correlated negatively with student success. A multiple linear regression model and other guidelines are presented for instructors' use to identify chemistry topics where students may need additional instruction to improve their understanding.

Practice. Practice. Practice. Do Homework Management Systems Work?

“…This contradicts findings from previous studies that found web-based homework management systems to be associated with guessing behaviors, grade inflation, and superficial learning leading to poor exam performance (Bowman et al, 2014; Fatemi et al, 2015;Rhodes & Sarbaum, 2015). Neither guessing behaviors nor grade inflation was seen with the addition of the web-based homework management system in this study.…”

“…The research showed that problem solving became unproductive after the first attempt, and that an increase in the allowed number of attempts was associated with a reduction in the homework completion rate. Bowman, Gulacar, and King (2014) also found that although there was a positive correlation between increased time spent on homework and use of the web-based homework management systems and exam scores, those results reversed when multiple attempts were allowed. Multiple attempts on homework questions correlated negatively with exam scores and student course grades.…”

“…The study concluded that this increase was due to learning attributed to the web-based homework management system. Bowman, Gulacar, and King (2014) measured time spent on homework through a web-based homework management system used in an introductory chemistry class. They found a positive correlation between time spent using the web-based homework management system and both exam grades and course grades.…”

“…Halcrow and Dunnigan (2012) found similar results in their research on students studying calculus. Yet for all the studies showing increased student learning with the use of web-based homework management systems, the results were not absolute (Bowman, Gulacar, & King, 2014;Fatemi, Marquis, & Wasan, 2015;Fish, 2015;Rhodes & Sarbaum, 2015). The opposing studies generally conceded that web-based homework management systems tended to increase homework scores but questioned whether students truly mastered the material in the process.…”

How are students' online learning behavior related to their course outcomes in an introductory physics course?

“…The large amounts of data generated by online learning systems provide researchers with ample opportunities to observe and measure various aspects of students' learning behavior, such as accessing learning resources [1][2][3], problem-solving [4][5][6][7], decision making [8], and engagement in online discussion [9,10]. There is a significant and rapidly growing body of research that examines the relationship between students' online learning behavior and course outcomes.…”