Contribution: This article compares the predictive performance of the scores on WeBWorK homework (online) with those of standard handwritten homework. The comparison is done across six undergraduate electrical engineering classes where each of the nine instructors have used both homework modalities. Background: Online homework systems have been used for many years, but analysis of their effectiveness is mixed. Previous work has been limited to a small number of classes in a wide variety of disciplines. This article has a larger number of classes and instructors than previous studies. The classes cover many basic topic areas in electrical and computer engineering, so is directly applicable to the audience of these transactions. Research Question: What is the effect of online homework compared to traditional handwritten homework on the performance of the students on the final exams in selected ECE classes? Methodology: Mixed-effects analysis of variance models are used to determine the predictive ability of performance on homework of the two modalities on the performance on the final exams. The data are limited to classes where the instructors have taught the class using both modalities. These models incorporate the effect of modalities for each instructor and the effect of the modalities across all classes. Findings: The result is that there is no significant statistical difference in the two modalities to predict final exam scores. This indicates that the advantages of using the automated online system can be obtained with no detrimental effect on the students’ learning.

中文翻译：

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电子和计算机工程类在线作业与手写作业的有效性比较

贡献：本文比较了 WebWorK 作业（在线）与标准手写作业分数的预测性能。比较是在六个本科电气工程课程中完成的，其中九位教师中的每一位都使用了两种家庭作业方式。背景：在线作业系统已使用多年，但对其有效性的分析不一。以前的工作仅限于各种学科的少数班级。与以前的研究相比，本文的课程和教师数量更多。这些课程涵盖电气和计算机工程的许多基本主题领域，因此直接适用于这些交易的受众。研究问题：与传统的手写作业相比，在线作业对选定 ECE 课程中学生期末考试的表现有何影响？方法：采用方差模型的混合效应分析来确定两种模式对期末考试成绩的家庭作业成绩的预测能力。数据仅限于教师使用两种方式教授课程的课程。这些模型结合了模式对每位教师的影响以及模式对所有班级的影响。结果：结果是两种预测期末考试成绩的方式没有显着的统计差异。这表明使用自动化在线系统的优势可以在不影响学生学习的情况下获得。