Enhancing the Study of Business Statistics with an e-Homework System

Clare Chua-Chow and Doug McKessock

Journal of Education and Vocational Research, 2011, vol. 1, issue 3, 96-105

Abstract: This paper compares the performance of two classes of students who were enrolled in an Introductory Business Statistics course. Students in one class were required to use e-homework, an online system and another class completed their homework assignments without the online system. The major objective of this study was to determine whether there was any difference in the level of performance between students who used the online homework system and those who did homework assignments in the traditional method. The students in a large class with online homework were compared to students without online homework. This e-homework system enables instructors to monitor individual student’s performance and transmit immediate feedback to students. This paper answers the question: Can online homework improve the performance of students enrolled in an Introductory Business Statistics course? To answer this question, we evaluated the students’ performance based on their final grades in a first year Introductory Statistics course. Students’ perceptions of the usefulness of online homework were also considered. The findings of this research showed that students obtain many benefits from online homework. Students were better prepared in writing test, their ability to understand course concepts increased because of the timely feedback they receive from instructors, discussion about Statistics among peers occurred more frequently than in previous semesters. Students cultivated better study habits, and consequently, they developed more confidence in applying their knowledge of statistical concepts.

Date: 2011
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Persistent link: https://EconPapers.repec.org/RePEc:rnd:arjevr:v:1:y:2011:i:3:p:96-105

DOI: 10.22610/jevr.v1i3.15

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