Online Homework and its Impact in Intermediate Algebra

Abstract

In this study, an online homework system was implemented in Intermediate Algebra and the students’ performance was compared to the previous years where a traditional textbook with no graded homework was utilized.  Performance in a subsequent quantitative reasoning course is considered as well as the number of attempts of the course, ACT scores, and course enrollment patterns.  Results indicate an increased success rate of passing Intermediate algebra while the number of students withdrawing decreased.  Implications and future research directions are suggested.