Does the Use of Web-based Homework Assignment Impact Turn In Rate

digital age

By: Maria Theresa S. Barberos



 

Fall of 2010; a technology student took a research class of Professor Fazal at NYIT - a prestigious university in New York to learn how to conduct research study.

The proposed study was about the impact of the use of  Web-based homework assignment over the traditional paper-pen homework. A very interesting topic that catches educators' attention to implement technology in class.

Over the course of the study, the researcher was busy searching for resources that could be used for the study.

There were several processes that the researcher went through to begin formally conducting the study.

 

 

 

 

 

 

 

 

 

 


The researcher applied for the IRB approval and took the training of the National Institutes of Health (NIH) Office of Extramural Research and completed the Web-based training course “Protecting Human Research Participants”.

Through the untiring support and guidance of the teacher, the proposed study was finally approved.




 The topic of the study was about web-based homework assignment that could impact the turn in rate of homework assignment over the traditional paper-pen homework assignment.

Homework is an extension or elaboration of classroom instruction and has been a part of students’ daily lives. It is given to facilitate and enhance student learning and promote academic success.

 Through the examination of educator’s opinion regarding the impact of web-based homework in the turn  in rate of homework assignments,  researchers were  better able to analyze the potential of this technique “web-based homework” as a tool to promote profoundly deep learning or the ability to apply technology in this 21st century’s digital age which makes a difference in student success.



This study looks at the extent to which high school educators use web-based homework through the use of survey data with a subset of survey respondents.

The researcher was challenged about the role of homework assignment in schools because of its deteriorating effect nowadays. it is one of the greatest problems that  educators are facing today.

This research looked at which method of giving out homework assignments could be considered relevant to education and to what extent did educators use web-based homework assignments as a teaching-learning tool.

 




An online survey was sent out to a convenience sample of 10 Math and Science high school teachers at New York City Public High School.

First, the researcher contacted the teacher-participants individually and they were recruited formally via the school district email network and then through their personal email.

 

A total of ten out of ten teacher-participants responded to an online survey designed to assess their opinions regarding web-based homework assignment.



The results of the survey show that only less than half of total participants supported the research question. But then some researchers believe that Web-based homework assignments in general may improve students’ outlook in relation to learning.

Overall, implications for this research show that Web-based homework assignments has not been completely implemented in the school by the teachers.

And to a limited degree only the young generation  teachers use technology in class.

Computer and internet accessibility are the predominant concerns for these teachers. The ability to apply technology in classrooms by educators could as well impact positively on students’ achievement in school in this digital age.



The researcher found the majorlimitation of the study is that a convenience sample was used.

A larger, varied sample size would have resulted in more reliable and generalized conclusions.

Other limitations of the study include;

a. Time allocated for the research study could have been longer to be able to give ample time to the teacher-participants to implement technology in their class.

 

 

b. Multiple number of research instruments would have been contributed to the positive output of the study.

c. Maybe more professional development sessions for the teachers could have been resulted to impact the study.



For future studies, it is recommended that a varied larger sample size be utilized for both quantitative and qualitative data collection.

Teacher-participants should also be technologically equipped to be able to compete for the  21st century learners. Furthermore, more research needs to be conducted in all subject area teachers in this school. And finally, the availability of computers and internet should be provided either in the school learning environment or in their homes.

 Furthermore, a study that includes professional development of the teachers regarding technology use and implementation could also provide  profound additional insight into the use and perceptions of the teachers.