Web-Based Homework versus Paper-Based Homework in United Arab Emirates Secondary Mathematics By Sean Jenkins A Dissertation Submitted in Fulfilment Of the Requirements for the Degree of Master of Philosophy (Mathematics Education) Of University College London Institute of Education Department of Curriculum, Pedagogy and Assessment University College London March 05, 2021 Abstract This study investigated whether Web-based homework (WBH) in mathematics is a method of homework delivery more suitable than traditional paper-based homework (PBH) for United Arab Emirates (UAE) secondary students in Abu Dhabi. Few studies have addressed delivery methods for mathematics homework outside of a context where homework is considered usual practice. The study centres in the UAE because of its culturally distinctive attitudes towards homework completion and reportedly low levels of self-efficacy among Emirate students. If homework completion and performance were to increase, WBH could offer opportunities to enrich student learning and engagement in mathematics. This study used the WBH tools Myimaths and GeoGebra in selected school years. The research questions for this study were as follows: (1) Do students interact more with WBH than with PBH? (2) What are student perceptions of their learning with WBH and PBH? The sample consisted of approximately 2,000 students. The data for this two-group, pre-and post-test control group design was collected over three years, covering school years 2012 to 2015. As a measure of interaction, a Pearson Chi-square test suggested that student homework completion was significantly higher in the WBH group. The result led to the rejection of the null hypothesis for the first research question, suggesting that students do interact more with WBH than with PBH. Analysis of the student survey and interview transcript notes indicated that students perceived they spent more time practicing mathematics using the WBH tools due to the immediate feedback offered by the tools. Furthermore, they were encouraged by the feedback to review their mistakes and revise their thinking, subsequently resubmitting their WBH to get a higher score. Student perceptions in this study were that the availability of multiple homework submissions was a motivating factor that contributed to them spending more time practicing mathematics. Students reattempted the homework tasks that led to the possibility of them revising certain mathematical concepts and procedure while in pursuit of a higher homework score. Though WBH is limited in terms of written explanations and partial credit scores for correct mathematical procedures, in comparison to PBH, student interview perceptions in this study were that the WBH tools used facilitated positive interaction effects. The effects described ii were improved levels of motivation, positive peer communication, higher rates of homework completion and an improvement in their mathematics homework performance. iii Impact Statement Title: Web-based Homework versus Paper-Based Homework in United Arab Emirates Secondary Mathematics Issue: Mathematics homework is often not given in the UAE due to teacher perceptions of the reduced self-efficacy levels of students. If Web-based homework improved levels of homework completion and interaction in this region, imagine the possible impact elsewhere and in less affluent regions worldwide. What was done: Mathematics Web-based homework was introduced by me as an alternative supplement to traditional paper-based homework to try to stimulate homework completion and interaction. Impact: Study results demonstrated that WBH completion rates were higher than those for traditional PBH The study revealed that there is the possibility of blending both modern and traditional forms of educational pedagogy to achieve higher rates of mathematics homework completion and performance The introduction of mathematics WBH reported improved communication between students, their peers, parents and class teachers Student self-efficacy levels were high throughout the study duration, and there were limited reported accounts of mathematics anxiety The analysis of the study and student reports suggested that immediate feedback offered by the WBH tools was the key to students interacting far more with mathematical content material Participating students reported that due to the tool's facility for multiple homework submissions, they were able to revise their mathematical thought processes where necessary and resubmit their homework to get a higher mark Student perceptions in this study were that they were more motivated to complete mathematics WBH than traditional PBH iv This study identified a need for more professional development training to equip teachers with the necessary skills to support and supplement curriculum content material (in the first instance) with Web-based learning (WBL) and WBH, and this goes beyond the realm of mathematics education. v Dedication This dissertation is dedicated to my family, especially my wife, who gave me so much help with our children so that I could focus on my passion for education. My family have given a lot of love, encouragement and inspiration throughout this process and in my life, and I love them all. vi Acknowledgements I thank Dr Eirini Geraniou and Professor Candia Morgan, who encouraged me to move forward. I respect and appreciate their efforts to help me to move towards the completion of this study through their emails, Skype calls and face-to-face guidance. This study would not have been possible without the help and support from my family. My wife and my children were always there to encourage and support me when I was struggling and ready to give up. My daughters offered me inspiration through their support, and my son has always been a guiding influence. Thanks to you all for believing in me. Without your support, this study could not have happened. vii Table of Contents Abstract......................................................................................................................................ii Impact Statement ......................................................................................................................iv Dedication.................................................................................................................................vi Acknowledgements..................................................................................................................vii Table of Contents................................................................................................................... viii List of Tables ......................................................................................................................... xiii List of Figures.........................................................................................................................xvi List of Abbreviations .............................................................................................................xvii Chapter 1 – Introduction ............................................................................................................1 1.1 Rationale...........................................................................................................................1 1.2 Problem Statement ...........................................................................................................2 1.3 Research Questions ..........................................................................................................3 1.4 Traditional and Modern Education in the UAE ...............................................................3 1.5 United Arab Emirates Education Reform ........................................................................8 1.6 Learning Theories ............................................................................................................9 1.7 Predicted Outcomes........................................................................................................11 1.8 Summary ........................................................................................................................11 Chapter 2 – Literature Review.................................................................................................13 2.1 Introduction ....................................................................................................................13 2.2 Mathematics Web-based Homework .............................................................................13 2.3 Constructs that could affect Mathematics Homework Completion and Performance...29 2.3.1 Homework ...............................................................................................................29 viii 2.3.2 Self-Efficacy............................................................................................................39 2.3.3 Mathematical Anxiety .............................................................................................40 2.3.4 Parental Involvement...............................................................................................45 2.3.5 Motivation ...............................................................................................................46 2.3.6 Effectiveness of the Technology .............................................................................47 2.3.7 Feedback..................................................................................................................50