Interdisciplinary Journal of Environmental and Science Education

Interdisciplinary Journal of Environmental and Science Education, 2020 - Volume 16 Issue 4, Article No: e2221
https://doi.org/10.29333/ijese/8543

Published Online: 18 Sep 2020

Views: 1668 | Downloads: 1306

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.

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