1. Josh Bergerson

2. Students split into two groups Data collected over a unit of study No difference in achievement Differences in attitudes

3. Purpose Justification of Study Research Questions Background Role of Feedback Online Assessment Programs Data Collection Set up Methods Tools

4. Findings Test results Homework completion rate Survey results Conclusions Textbook vs. online homework Plan of Action Effects on students Effect on teacher

7. Likelihood of completing assignments Impact of improved feedback on achievement Access to technology needed

8. Immediate feedback may increase retention of correct response. Detailed feedback increases understanding more than limited feedback.

9. Current research focus is on intro level college courses Various studies range from finding no effect to a positive effect Most positive effects occur when compared to no homework

11. Chemistry 3 periods 1 control = 17 2 experimental = 18 10 th & 11 th grade Physics 2 periods 1 control = 10 1experimental = 16 11 th & 12 th grade Total Control = 27 students Total Experimental = 34 students

14. Chemistry Test Results Test Group ControlExperimentalp value Pre-testM S.D. 42.08 11.86 36.00 13.290.19 Post-testM S.D. 65.76 12.50 61.47 17.440.42 Improvement23.6825.470.94 Physics Test Results Test Group ControlExperimentalp value Pre-testM S.D. 23.33 14.49 27.11 11.400.50 Post-testM S.D. 80.00 7.63 77.73 15.600.30 Improvement56.6750.620.19

16. Answers that differed from expected were: Students needed help to complete assignments Students preferred opposite homework method

18. Needed outside help

20. Computer Textbook

23. Teachers need to…

25. Arasasingham, R. D., Marorell, I., & McIntire, T. M. (2011). Online Homework and Student Achievement in a Large Enrollment Introductory Science Course. Journal of College Science Teaching, 40, 70-79. Bonham, S., & Beichner, R. (2001). Online Homework: Does It Make a Difference? The Physics Teacher, 39, 293- 296. Cole, R. S., & Todd, J. B. (2003). Effects of Web-Based Multimedia Homework with Immediate Rich Feedback on Student Learning in General Chemistry. Journal of Chemical Education, 80, 1338-1343.

26. Epstein, M. L., Epstein, B. B., & Brosvic, G. M. (2001). Immediate Feedback During Academic Testing. Psychological Reports, 88, 889-894. Freasier, B., Collins, G., & Newitt, P. (2003). A Web-Based Interactive Homework Quiz and Tutorial Package To Motivate Undergraduate Chemistry Students and Improve Learning. Journal of Chemical Education, 80, 1344- 1347. Glanz, J. (2003). Action Research: An Educational Leader's Guide to School Improvement (2nd Edition ed.). Norwood, Massachusetts: Christopher-Gordon Publishers, Inc.

27. Johnson, A. P. (2012). A Short Guide to Action Research (4th Edition ed.). Pearson Education Inc. Richard-Babb, M., Drelick, J., Henry, Z., & Roberstson- Honecker, J. (2011). Online Homework, Help or Hindrance? What Students Think and How They Perform. Journal of College Science Teaching, 40, 81-93. Sapling Learning. (n.d.). Normangee ISD-Normangee HS- Chemsitry. Retrieved from Sapling Learning Web site: hs.saplinglearning.com