Comparison of Student Performance Using Web and Paper-Based Homework in College-Level Physics.

The article presents a study that compares student performance using web and paper-based homework in college-level physics. Homework is an important component of introductory physics instruction at the college level. Introductory algebra- and calculus-based physics courses at the college level put a great emphasis on the ability to solve problems. Specifically, these are word problems requiring students to find a numerical quantity using given information and applying one or more physics formulas. A switch to Web-based homework alters the nature of feedback received, potentially changing the pedagogical benefit. Calculus- and algebra-based introductory physics students enrolled in large paired lecture sections at a public university completed homework of standard end-of-the-chapter exercises using either the Web or paper. Comparison of their performances on regular exams, conceptual exams, quizzes, laboratory, and homework showed no significant differences between groups; other measures were found to be strong predictors of performance. This indicates that the change in medium itself has limited effect on student learning. Ways in which Web-based homework could enable exercises with greater pedagogical value are discussed.