Math Is Not a Spectator Sport: The Effect of Online Homework-Completion Tutoring On Community College Remedial Mathematics Performance
This article analyzes the findings from an 18-section experiment studying the effect of homework-completion tutoring on community college students’ remedial mathematics performance. The experiment involved 529 students registered for two remedial math courses: math skills and algebra. For each cours...
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doaj-1cd0c503841e412986a51a34aa103c3f2020-11-25T01:23:20ZengColumbia University LibrariesJournal of Mathematics Education at Teachers College2156-14002156-13972011-12-0122Math Is Not a Spectator Sport: The Effect of Online Homework-Completion Tutoring On Community College Remedial Mathematics PerformanceAlice W. Cunningham0Olen Dias1Nieves Angulo2Hostos Community College, City University of New YorkHostos Community College, City University of New YorkHostos Community College, City University of New YorkThis article analyzes the findings from an 18-section experiment studying the effect of homework-completion tutoring on community college students’ remedial mathematics performance. The experiment involved 529 students registered for two remedial math courses: math skills and algebra. For each course, the experiment studied nine sections: three experimental with multiple tutors for online homework, three control with a single tutor for online homework, and three control with a single tutor for pencil-and-paper exercises. While state budget constraints delayed the availability of tutors for the experimental group until midway through the semester, that group outperformed the pencil-and-paper group at a 0.05 significance level, while the performance of the online homework control group categories surpassed those of the corresponding pencil-and-paper categories at up to a 0.001 significance level. In addition, for each course, math lab attendance for both the experimental and control online homework cohorts surpassed that of the pencil-and-paper cohorts. These results corroborate and extend earlier research and show the importance of active problem-solving rather than passive absorption in increasing remedial mathematics performance.https://journals-test.library.columbia.edu/index.php/jmetc/article/view/725 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Alice W. Cunningham Olen Dias Nieves Angulo |
spellingShingle |
Alice W. Cunningham Olen Dias Nieves Angulo Math Is Not a Spectator Sport: The Effect of Online Homework-Completion Tutoring On Community College Remedial Mathematics Performance Journal of Mathematics Education at Teachers College |
author_facet |
Alice W. Cunningham Olen Dias Nieves Angulo |
author_sort |
Alice W. Cunningham |
title |
Math Is Not a Spectator Sport: The Effect of Online Homework-Completion Tutoring On Community College Remedial Mathematics Performance |
title_short |
Math Is Not a Spectator Sport: The Effect of Online Homework-Completion Tutoring On Community College Remedial Mathematics Performance |
title_full |
Math Is Not a Spectator Sport: The Effect of Online Homework-Completion Tutoring On Community College Remedial Mathematics Performance |
title_fullStr |
Math Is Not a Spectator Sport: The Effect of Online Homework-Completion Tutoring On Community College Remedial Mathematics Performance |
title_full_unstemmed |
Math Is Not a Spectator Sport: The Effect of Online Homework-Completion Tutoring On Community College Remedial Mathematics Performance |
title_sort |
math is not a spectator sport: the effect of online homework-completion tutoring on community college remedial mathematics performance |
publisher |
Columbia University Libraries |
series |
Journal of Mathematics Education at Teachers College |
issn |
2156-1400 2156-1397 |
publishDate |
2011-12-01 |
description |
This article analyzes the findings from an 18-section experiment studying the effect of homework-completion tutoring on community college students’ remedial mathematics performance. The experiment involved 529 students registered for two remedial math courses: math skills and algebra. For each course, the experiment studied nine sections: three experimental with multiple tutors for online homework, three control with a single tutor for online homework, and three control with a single tutor for pencil-and-paper exercises. While state budget constraints delayed the availability of tutors for the experimental group until midway through the semester, that group outperformed the pencil-and-paper group at a 0.05 significance level, while the performance of the online homework control group categories surpassed those of the corresponding pencil-and-paper categories at up to a 0.001 significance level. In addition, for each course, math lab attendance for both the experimental and control online homework cohorts surpassed that of the pencil-and-paper cohorts. These results corroborate and extend earlier research and show the importance of active problem-solving rather than passive absorption in increasing remedial mathematics performance. |
url |
https://journals-test.library.columbia.edu/index.php/jmetc/article/view/725 |
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