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Advances in Accounting Education

ISBN : 978-0-85724-291-4 , eISBN : 978-0-85724-292-1

Publication date: 16 August 2010

This chapter compares student performance and course satisfaction in two large sections of an introductory financial accounting course. The students in one section used an online homework management system (OHMS), whereas the students in the other section used traditional homework methods. While an OHMS saves instructors’ valuable time, there is little extant research on how these systems affect students. Our study compares several performance measures and a general course satisfaction survey across the two groups of students. The results provide some evidence that an OHMS enhances students’ performance on some of the performance measures. Our results also show that there is no effect on students’ satisfaction in the course.

Anne Gaffney, M. , Ryan, D. and Wurst, C. (2010), "Do Online homework systems improve student performance?", Catanach, A.H. and Feldmann, D. (Ed.) Advances in Accounting Education ( Advances in Accounting Education, Vol. 11 ), Emerald Group Publishing Limited, Leeds, pp. 49-68. https://doi.org/10.1108/S1085-4622(2010)0000011005

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

• Published: 15 October 2020
• Volume 30 , pages 31–39, ( 2021 )

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• Leena Nabulsi 1 ,
• Amy Nguyen 1 &
• Oluwatobi Odeleye   ORCID: orcid.org/0000-0002-0334-0268 1  

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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.

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Students’ Perceptions on the Impact of Online Homework Systems on Their Performance in a General Chemistry Course

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Acknowledgments

The authors would like to thank all the individuals at the University of Oklahoma who willingly participated in this study.

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Department of Chemistry and Biochemistry, University of Oklahoma, Norman, OK, 73019, USA

Leena Nabulsi, Amy Nguyen & Oluwatobi Odeleye

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All procedures that were carried out in this study involving human participants were approved by the Institutional Review Board (IRB) at the University of Oklahoma, IRB no. 9489.

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All participants in this student received an online consent form, attached to the online survey, which was approved by the IRB. Study participation was voluntary, and participants were required to accept (or decline) the terms of the consent forms before completing the survey.

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Nabulsi, L., Nguyen, A. & Odeleye, O. A Comparison of the Effects of Two Different Online Homework Systems on Levels of Knowledge Retention in General Chemistry Students. J Sci Educ Technol 30 , 31–39 (2021). https://doi.org/10.1007/s10956-020-09872-2

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Accepted : 01 October 2020

Published : 15 October 2020

Issue Date : February 2021

DOI : https://doi.org/10.1007/s10956-020-09872-2

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