Online homework in statistics: Strengthening student engagement towards improved performance

Date of Publication


Document Type


Degree Name

Doctor of Philosophy in Science Education Major in Mathematics

Subject Categories

Online and Distance Education | Statistics and Probability


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Adviser

Maricar S. Prudente

Defense Panel Chair

Voltaire M. Mistades

Defense Panel Member

Maxima J. Acejalado
Socorro E. Aguja
Levi E. Elipane
Lydia S. Roleda


This is an exploratory educational action research where the proponent developed a set of online homework in Statistics through the learning management system MyOpenMath that aimed to address the weaknesses of traditional paper-and-pencil homework to strengthen student engagement towards an improvement in their performance. The online homework provided immediate feedback, unlimited attempts, and administered different questions that measured the same objectives to each student. The researcher explored students cognitive, emotional, and behavioral engagement through their practices in doing homework, perceptions of online homework, and performance in the homework sets and in the course, using a counterbalanced experimental design with two phases and two groups (Group A with 32 students, and Group B with 33 students) of respondents. On the first phase, Group A participated in the online homework condition, while Group B was assigned a parallel but paper-and-pencil homework. Then, for the second phase, the two groups switched treatments. Quantitative and qualitative data were collected in this study using researcher developed and adapted survey instruments, interviews, reflection papers, observations, and summative tests to provide necessary information for the completion of the study. Both data were used to support each other and gave a clearer picture and a more detailed analysis and interpretation of the result.
In both phases, the online homework groups showed a great improvement in their practices in doing homework. The students used the features of the system to identify and correct their mistakes, self-study, manage their time in doing homework, learn from each other, and many more. There was also a significant increase in their perceptions of online homework. Outcomes showed that they appreciated the facilities of the online homework developed and that it helped them to learn in many ways. They were motivated by the features made available for them and they believed that the homework they took at MyOpenMath had a great contribution in their learning in the course. Furthermore, in most instances, the online homework groups displayed significantly better performance in doing homework and in the course. By and large, this study showed that it is possible to create an online homework that has the capability to enhance the engagement of students and improve their performance. Lastly, some observations during the conduct of this study, which should be useful to other mathematics educators, particularly to those who intend to implement online homework, were discussed.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc (279 leaves); illustrations; 4 3/4 inches.


Homework; Programmed instruction; Teaching machines; Statistics

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