Homework Completion: Perceptions and Comparisons of 6th-12th Grade Students Using Traditional and Digital Submission

Adel Al-Bataineh (), David Hallatt (), Megan Huss () and Catherine Unsbee ()
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Adel Al-Bataineh: Illinois State University
David Hallatt: Illinois State University
Megan Huss: Illinois State University
Catherine Unsbee: Illinois State University

No 2404218, Proceedings of Teaching and Education Conferences from International Institute of Social and Economic Sciences

Abstract: As technology becomes more prevalent throughout society, schools must adapt to effectively utilize technology in support of classroom instruction and assessment. This study focused on a comparison of three forms of technology that may be used in public middle and high schools for digital submission of student work. Student usage of Moodle, Gaggle, and Google Drive at one middle school and one high school in central Illinois was monitored. Researchers sought to answer how the rate of homework completion was affected by use of digital versus traditional submission of assignments as well as gain insight to teacher and student perceptions of the technology. In the course of this study, researchers identified a significant decrease in student return rates of homework when digital submission was utilized instead of traditional submission. This decrease was observed across all grade levels. Teacher and student perceptions of the technology were mixed, indicating a divide in both use and preference for or against digital submission.

Keywords: Homework Completion; Traditional vs. Digital Homework Submission; Teachers' & Students' perceptions; Middle and High School (search for similar items in EconPapers)
JEL-codes: I21 I29 O39 (search for similar items in EconPapers)
Pages: 22 pages
Date: 2015-06
New Economics Papers: this item is included in nep-edu, nep-ict and nep-ure
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Published in Proceedings of the Proceedings of the 1st Teaching & Education Conference, Amsterdam, Jun 2015, pages 1-22

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