INTERDISCIPLINARY JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION
Research Article
Sep 18, 2020 2253 1994

Studying the impact of online homework on the perceptions, attitudes, study habits, and learning experiences of chemistry students

Issa I Salame 1 * ,
Enji Hanna 1
1 The City College of New York of the City University of New York, USA* Corresponding Author
Interdisciplinary Journal of Environmental and Science Education, 2020, 16(4), e2221, https://doi.org/10.29333/ijese/8543
Full Text (PDF)

ABSTRACT

The importance of providing students with opportunities to solve problems and providing them with feedback on their learning cannot be underscored. Providing individualized feedback to students in large enrollment classes, such as general chemistry, is an impossible task for instructors. Online homework provides a solution to this problem. College faculty have overall been supportive of online homework and learning resources because it reduces the time they spend grading, entering grades, and returning paper-based homework especially that the class sizes have been steadily increasing over the past several years. The purpose of this paper is to study students’ perceptions about the usefulness of online homework, the role it plays in improving their problem solving skills and study habits, and the effect it has on their attitudes and learning. Data was collected using a Likert-type and open-ended questionnaire from students enrolled in general chemistry courses. Our data suggests that online homework had a positive impact on students’ perceptions, attitudes, learning experiences, understanding, and learning outcomes.  It also increased the amount of time on tasks for students which has the benefit of meaningful learning, engagement in the content, and achievement. Finally, our data suggests that online homework contributed to students’ improved active engagement in the course, study habits, and understanding.

KEYWORDS

Chemistry education research general chemistry online homework

CITATION (APA)

Salame, I. I., & Hanna, E. (2020). Studying the impact of online homework on the perceptions, attitudes, study habits, and learning experiences of chemistry students. Interdisciplinary Journal of Environmental and Science Education, 16(4), e2221. https://doi.org/10.29333/ijese/8543
Harvard
Salame, I. I., and Hanna, E. (2020). Studying the impact of online homework on the perceptions, attitudes, study habits, and learning experiences of chemistry students. Interdisciplinary Journal of Environmental and Science Education, 16(4), e2221. https://doi.org/10.29333/ijese/8543
Vancouver
Salame II, Hanna E. Studying the impact of online homework on the perceptions, attitudes, study habits, and learning experiences of chemistry students. INTERDISCIP J ENV SCI ED. 2020;16(4):e2221. https://doi.org/10.29333/ijese/8543
AMA
Salame II, Hanna E. Studying the impact of online homework on the perceptions, attitudes, study habits, and learning experiences of chemistry students. INTERDISCIP J ENV SCI ED. 2020;16(4), e2221. https://doi.org/10.29333/ijese/8543
Chicago
Salame, Issa I, and Enji Hanna. "Studying the impact of online homework on the perceptions, attitudes, study habits, and learning experiences of chemistry students". Interdisciplinary Journal of Environmental and Science Education 2020 16 no. 4 (2020): e2221. https://doi.org/10.29333/ijese/8543
MLA
Salame, Issa I et al. "Studying the impact of online homework on the perceptions, attitudes, study habits, and learning experiences of chemistry students". Interdisciplinary Journal of Environmental and Science Education, vol. 16, no. 4, 2020, e2221. https://doi.org/10.29333/ijese/8543

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