A Study of the Effectiveness of Web‐Based Homework in Teaching Undergraduate Business Statistics

TLDR

Web‑based homework can simplify assignment creation and grading, yet its impact on learning in business statistics remains unclear, especially with emerging AI tutoring agents that adapt to individual skill levels. The study compares traditional textbook‑based homework with three web‑based homework systems—ALEKS, PH Grade Assist, and Blackboard quizzes—in undergraduate business statistics courses. Using a common assessment test, the authors evaluate student performance across these systems, which span AI‑driven tutoring to instructor‑controlled objective testing. Results show that student success depends on teacher experience and student competence, and when these factors are controlled, the homework delivery method has little effect; automated tutoring offers no advantage and has limitations per instructor and student feedback.

Abstract

ABSTRACT Web‐based homework (WBH) Technology can simplify the creation and grading of assignments as well as provide a feasible platform for assessment testing, but its effect on student learning in business statistics is unknown. This is particularly true of the latest software development of Web‐based tutoring agents that dynamically evaluate individual students' skill level and purport to respond with appropriate, targeted teaching to improve learning efficiency. In this article, we compare traditional, textbook‐based homework assignments with three systems of WBH for undergraduate business statistics courses: ALEKS, PH Grade Assist, and custom‐made online quizzes in Blackboard. These systems represent a range of media from artificial intelligence–based tutoring to instructor‐controlled objective testing. Using a common assessment test, we compare the performance of students taught with these different systems. Our study finds, as we anticipated, that student performance depends significantly upon teacher experience and student academic competence. Once these factors are controlled for, however, the technique used to deliver homework makes little difference in student success. In contrast to other published research, we do not find any advantage to automated tutoring and identify some limitations of this approach based on both instructor and student feedback.