The effect of Wiley PLUS Web-Based Homework system on student performance in the Chemical Engineering Extended Curriculum Program: Introductory Physics course

Abstract

The importance of providing student feedback on their learning is well document. However, providing feedback to individual student is often impossible and time consuming. To address the need for a more efficient and effective approach to giving individualized feedback to students, a Wiley PLUS web-based homework (WBH) system that provides automated grading to individual student was piloted in a physics class for this study. Thus, this paper presents results on the effects of the use of Wiley PLUS web-based automated grading homework system in a first year introductory Engineering Physics course. The study investigated how the Wiley PLUS web-based homework system impacted on the student’s paper based tutorial mock test, mid-term-test and Final Integrated Summative Assessment (FISA) performance. This study was informed by Laurilland’s educational media conversational framework for teaching and learning supporting the ‘interactive activity’ learning process using Web-based homework as an adaptive media. Adaptive media is a computer-based media capable to change its state in response to user action and assist in facilitating learning process such as providing individualised instant feedback to students and as a result help them to understand the course material. Both quantitative and qualitative methods of collecting data were used in this study. A comparison between students performance on the Wiley PLUS online web-based homework, paper based written tutorial mock test, mid-term test and FISA was done to evaluate if there was a correlation in students performance. Additionally, during the final class of the semester, Chemical Engineering Extended Curriculum Program students who enrolled for introductory Physics course responded to a survey and focus group interviews to gauge their perceptions and experiences on the use of the Wiley PLUS web based system. Quantitative data was analysed using descriptive statistics and inferential statistics, while qualitative data was analysed using inductive strategy. Results indicated that students were in agreement that Wiley PLUS WBH system enhanced students learning and collaboration among learners. There was a strong positive correlation between WBH score and score on tutorial mock test, mid-test and FISA.