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Quasi-experimentation: Design & analysis issues for field settings
- Publisher
- Wiley
- Copyright
- Copyright © 1989 Wiley Periodicals, Inc., A Wiley Company
- ISSN
- 0022-4308
- eISSN
- 1098-2736
- DOI
- 10.1002/tea.3660260702
- Publisher site
- See Article on Publisher Site
Abstract
The purpose of this study was to investigate the effects of interactive computer‐generated homework on student achievement. Of two sections of Physical Science I, one received homework via the computer; the other received printed, equivalent homework assignments. The results of this study indicate that the use of drill‐and‐practice computer homework minimizes differences among students with a corresponding decrease in the correlation between posttest scores and entry‐level combined ACT science and mathematics scores. The results also support the basic assumption of mastery learning that appropriate instruction will decrease the relationship between aptitude and achievement.
Journal
Journal of Research in Science Teaching – Wiley
Published: Oct 1, 1989