the finance homework help online
The Impact of Online Finance Homework Help on Student Learning and Performance
There are also some prior studies that show that students in some subject areas who use online homework tools learn more. In the finance introductory course, Castle and McGuire (2010) showed that students who used a specific online homework tool provided by a textbook publisher scored better on exam questions that included homework learning objectives. The improvement was 58 percent. Other financial educational papers analyze the impact of clickers on student learning, or look at the effectiveness of Blackboard quizzes and trading simulators.
However, one problem with these papers is that students are allowed to self-select into online and paper courses. Students who perform better might be more willing to do online homework.
Do students prefer online homework? Do students learn more or have better grades if they do online homework? There is a limited amount of research for the first question. Some studies show that student performance in some subject areas does not change between online and paper-based homework. Other studies report that students perform better on online homework in some subject areas than on paper-based homework. Meta-studies that examine more than one subject area state that in many cases online and paper homework cannot be compared or the effect of online homework on performance is ambiguous.
More and more teachers use online homework as part of their homework assignments. We have not found any studies that analyze the effect of doing online homework on student learning in finance. This paper provides evidence about the impact of doing online finance homework on student performance in finance classes. We use student responses to a finance concept test to measure the benefit of doing online homework. The advantage of the finance concept test is that it can measure student performance gains across a range of topics and that all students are tested at the same level. Our comparisons are not affected by two of the potential problems with comparing online with paper-based homework: students self-select into the online course or experienced TAs grade the online course.
Effects of Online Homework on Student Learning in Finance
The advent of online finance tutoring services, web-based chat, video, and join-me use has allowed financial homework help services to provide quick answers to the time-pressed student. The ideal usage for online financial help is that the student completes one or two problems, writes down the finance tutor’s URL, initiates a discussion with the tutor, and shows the set-up. The finance tutor provides either hints, tips, or a full solution for the student to complete later. However, the solution may be provided immediately if the student is truly in a time bind.
Many economic, finance, and statistics students, even those enrolled in an undergraduate course, may feel the need for some sort of homework help. In the past, if students wanted help on finance and statistics homework, they would need to attend scheduled office hours or join a study group. Another alternative would be to hire an economic tutor to provide help. For many students, visiting office hours, joining a study group, or hiring a tutor was and still is a frustrating and time-consuming process. Many students have sports practice, music rehearsal, drama rehearsal, or other activities and personal obligations they must fulfill after campus hours. In this scenario, present day technology has come to the rescue of these time-stressed and anxious students. Students now have an additional resource more available than when their parents attended college. This new resource is online tutor help provided through computer facilities and networks.
Developing and improving educational content may require greater time investment initially, but has the potential to reduce or replace elements of standard content support and co-curricular activities over time. Greater individual time investment by students in active participation is more strongly correlated with learning than investment of time from instructors or instructional staff. Investment in active learning by students sends a clear signal that students are not receiving learning and grading opportunities exclusively from tests and standard financial statement homework problems. This approach is consistent with allusions by educators to the “next” question following problem completion, devoid of specified numerical answers or standard algorithmic steps.
Time investment and the active participation of students and educators are necessary for effective skill-building. The number of online finance homework problems that must be worked to demonstrate skill and knowledge can be substantial. The norms of high-quality instructional design and research on what works to foster critical thinking suggest that passive learning is unlikely to be as effective as active skill-building pedagogies. These pedagogic findings come with a caution about how to engage online interaction without excessive investment of time and resources from educators.
In a survey of over 100 students about how they learn outside of class, Niklas Nordberg found that one of the most used resources is websites. He notes, “Nearly 60% of the students mention online solutions such as Google or YouTube, which is well ahead of the second most claimed learning source: books with 45%.” When you look at the percentage of students who use Yahoo Answers or other similar websites to help answer specific finance homework questions, there is a similar level of popularity.
Although many students don’t say it out loud, they wouldn’t mind the prospect of not having to do finance homework on their own. Many of them do look for online finance homework help. This reflects the fact that many computer science students enrolled in finance courses are not studying finance because they are excited about it. Most are students pursuing finance majors, other business majors, taking courses in business as preparation for internships, or satisfying general education requirements. Their experiences with finance homework can then become a direct cause of ill will toward finance as a field of study. Being able to turn to an expert without admitting to others that they needed help can be very appealing. It is understandable why students feel the need to seek help for their finance homework, and the source that they most commonly look to is the internet.
500 written assignments where students use an online financial homework aid package as non-compulsory supplementary exercises were collected. Participation in student-moderated online discussions took place when the opportunities were scheduled by accessing lists with to all relevant sites and discussion areas. To assess whether the online financial homework aid package affected performance, course grades were regressed against an index of the quantity and quality of students’ online and offline course homework contributions, controlling for individual student characteristics.
With the increasing popularity of online learning, the role of online finance homework help programs is also expanding. One limitation of existing online finance homework help studies is that they emphasize a quantitative approach that assesses the impact of online finance homework help in terms of whether students use the programs, how often they use them, and which groups of students use them the most. A theoretical approach that could generalize findings beyond one specific sample is missing. Based on established theories and research findings, we designed semi-structured online group interviews to explore students’ perceptions of how different types of involvement in course discussions affected their understanding of course mates and concepts, critical thinking skills, career development, and satisfaction with the online learning experience.
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