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Improved Student Achievement in Material and Energy Balances Using Personalized Online Homework

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Tagged Divisions

Chemical Engineering and Educational Research and Methods

Page Count

9

Page Numbers

22.828.1 - 22.828.9

DOI

10.18260/1-2--18109

Permanent URL

https://peer.asee.org/18109

Download Count

178

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Paper Authors

biography

Matthew W. Liberatore Colorado School of Mines Orcid 16x16 orcid.org/0000-0002-5495-7145

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Matthew W. Liberatore is as an assistant professor of chemical engineering at the Colorado School of Mines. He earned a B.S. degree from the University of Illinois at Chicago and M.S. and Ph.D. degrees from the University of Illinois, Urbana-Champaign, all in chemical engineering. In addition to creating and applying active learning in his courses, his current research involves the rheology of complex fluids especially traditional and renewable energy fluids, entangled polymer solutions, and polymer films.

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Abstract

Improved student achievement in Material and Energy Balances using personalized online homeworkAbstractPersonalized, online homework was used to supplement textbook homework, quizzes, and examsfor one section of a course in material and energy balances. The objective of this study was totest the hypothesis that students using personalized, online homework earned better grades in thecourse. The online homework system asks the same questions of each student while changingone or more numeric values in the problem statement. A comparison of performance oncommon quizzes, exams, and final course grades between students using the textbook and onlinehomeworks versus students completing textbook homework and simple, multiple choice readingquizzes showed a statistically significant increase in achievement for the students using onlinehomework. Of note, 91% of the students using online homework achieved C or better as theirfinal course grade compared with 72% of the students in the control group. Student evaluationsshow that 66% of the students prefer textbook homework in combination with online homeworkto maximize learning of the course material.

Liberatore, M. W. (2011, June), Improved Student Achievement in Material and Energy Balances Using Personalized Online Homework Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18109

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