Effect of Distributed Practice Homework on Precalculus Achievement at a MilitaryAcademy

摘要

This study investigated the main effect of distributive practice homework onachievement in Precalculus. This study also investigated the aptitude-treatment interaction effects of distributed practice homework x mathematics achievement and distributed practice homework x mathematics anxiety on achievement in Precalculus. The sample consisted of 351 United States Air Force Academy cadets (experimental n = 161, control n = 190), all in their first semester of their first year of college. Three instructors taught experimental group sections and five instructors taught control group sections. Instructor experience level was equalized across the groups. An algebra/trigonometry placement exam was used as the measure of prior mathematics achievement. A subset of the Math Anxiety Rating Scale developed by Alexander and Martray (1989) was used as the measure of mathematics anxiety. Precalculus grades (4 hourly exams, a final exam, and the final course percentage grade) were used to measure achievement.