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The Impact of Free Online Homework Help Chat Services on Student Academic Performance
The development of the internet has led to a commensurate increase in online educational support services. Free chat-based tutoring services are available in a variety of subjects across the secondary educational level. Chat-based tutoring is available each school day during after-school hours for approximately nine months of the year and alleviates many problems associated with poor availability of tutors, which might result in students having an extended wait time of days or perhaps over a week for help. Although, to date, online chat and other modes of online tutoring have not been well-studied, online tutoring, which can be less expensive than in-person tutors, can achieve a large impact in terms of student performance. The current study will discuss how chat services may help foster individual student performance through the provision of timely, more convenient help in the challenging subject matter.
The literature on free online tutoring services is currently in its infancy. One concern leading to very few studies of these programs may be due to challenges brought about by administrative data collection or the ability to study these programs using experimental research designs. Another concern, when seeking to quantify improvements in outcome, may be the divergence in performance data which may be taken as evidence that students are only receiving help less often, thereby decreasing their self-reliance, rather than increasing their autonomy in attaining a specific learning goal. Mistaken identification of the true causal relationship may also occur in circumstances when some of the sample students have received help, while others have not. Other factors contributing to the lack of evidence of programs such as the chat services are the plethora of online resources that alter the traditional search method and the potential for outside influences. Meanwhile, Sylvan Learning provides tutoring services that emphasize the importance of in-person learning. These services can be quite expensive for many parents, but cost almost nothing for the student (or parent) with access to, say, the free government-sponsored live homework help chat program.
The size of this shift in net assistance provided by free homework help chat services is not known, even though we know that many students and a mean exam performance of a B or a B- most notably, the statistically significant improvement in final exam score distribution was most pronounced among the bottom 20% of the performance distribution. These “deficient” students tended to receive help when they were scoring poorly and hence were making the “wish or need” to be subsumptive. It is often easier for students to receive online help from tutors who monitor active chat rooms, offering clarifying questions and help on difficult questions that have already been asked, and answers that have been provided, than in traditional one-on-one settings. Mentoring can occur when the need is greatest, during the long, non-traditional learning periods, so long as students realize the availability of help. For these reasons, busy but inclusive learning situations may lend themselves to chat-based study assistance program implementations. Indeed, students may no longer have to wait for help to become available.
Free online homework help chat services have shown benefits to students as a whole, particularly as students increasingly join or manage the digital age. Despite the benefits that can be derived from having homework help chat services, little is known to date about actual usage, usefulness, and the extent to which they exert an influence on student performance at school because no study has an empirical work that relates the three constructs. Work at which they are used most often, and this has been fully examined.
This study aims to provide insights first on who uses a suite of free homework help services in the title for chat. Next, it aims to provide a profile of the main group of users. Then, the study seeks to draw upon broad usability assessments to address the extent to which services are available to Australian and to assist Australian students across various subject areas. Finally, it should draw upon a comparison that statistically examined the extent to which a range of educational resources and rate of using these resources are associated with the final student performance in mathematics.
This study finds that usage is skewed and mainly in favor of those students from the middle primary to early secondary school levels who are generally considered the strongest academically. Additionally, the study identifies that usage sits within the school hours, suggesting that the biggest takers appear to be those who experience most difficulty with given subjects. The greatest benefits, according to the research, are with those subjects that encourage creative thinking. These largely confirm the findings in prior work, although that work relied on older technologies and examined text-based help services, mostly operated by paid staff.
Although the findings in the current study appear to suggest that a high proportion of users might only go to the chat service because of a lack of access to traditional educational resources, the significance of resources and chat usage in a statistical assessment is low. In conclusion, online help services at low cost could potentially be availed for all student levels, despite whom these services do have benefits for students.
Reaching out to students during the few hours that they are typically using our services requires the remote and disconnected nature of interaction. While this limitation is universally faced by any educational program, the students already have the necessary technology in their hands. With a little push (and the acknowledgement that a few calls may be long distance in nature), a phone call may well provide the additional human interaction so vital in effective education. The tutoring services do not appear on the students’ own web pages, and promotion of the services is through traditional advertising and through combined efforts of individual schools and the sponsoring businesses.
Distribution of promotional materials at school events is convenient and relatively inexpensive as long as enough schools are located in the service area of the physical tutoring center. Another limitation is similar to that of all online education programs. Namely, that it would appear that only in higher income areas would the availability of internet homework help chat sessions have the greatest penetration. In other words, while the services are available to anyone anywhere, participation will likely be minimal unless it is economically feasible to market the tutoring services to the families in the service area. Note, however, that a successful business may have the financial resources to develop creative methods of assistance, such as the ‘cheat sheet’ idea described in Innovative Assistance to Remote Students at No Charge.
In order to maximize the positive academic benefits of the free online homework help chat service, there are some distinct best practices that should be observed. These best practices can help maximize the chance that the students who utilize the free homework help chat service can be more successful in getting the academic assistance that they need. These best practices can make more effective use of this academic instructional assistant opportunity. Furthermore, they can make the students themselves more effective in asking and responding to the necessary questions to help fix the poor academic skills they have. The following best practices for the use of the free online homework help chat services can make the type of academic help the students are receiving more effective. This, in turn, can help improve their altered learning skills. These best practices can be used if students come to you needing guidance or as a general guideline to help maximize the degree of success they have in using online free chat services.
4.1. Arrive with questions before using the free homework help service. 4.2. Ask one specific question at a time. 4.3. Explicitly state the type of free homework help required. 4.4. Use proper grammar. 4.5. Show and discuss the help given.
Understanding the impact of online homework help chat services is of substantial academic and policy interest. In this study, we evaluate the impact of a free online homework help chat service on course performance through a large-scale randomized controlled trial. In courses where the service was made available, students had access to scheduled and on-demand homework help through the eTutor service. eTutor was implemented as a homework forum within the learning management system, which allowed students to get help on homework on their shortcuts. We find that the chat service increased the fraction of students completing all of their homework problems by 2.74 percentage points. Despite improving course effort, there is no significant impact on exam scores, final course points, or passing. We find that the impact was largest on homework questions right after a homework was assigned. This suggests that students lost valuable time before starting with their homework when the help service was not available.
Future research is necessary to increase our understanding of the impact of free online homework help chat services. Investigating the impact of eTutor on non-homework questions would be interesting. Exam scores measure only a tiny portion of overall knowledge acquisition and do not thoroughly assess the impact on problem-solving skills, yet these skills would likely benefit from increased and immediate access to help. To better understand the long-term impact of this type of service, researchers need to evaluate the impact of eTutor on final grades obtained in future, more advanced courses in the same field. It is important to pay attention to the cost-effectiveness of the service as well. Using professional online tutors is not free. Services require overhead to market and operate, and there is a cost to incentivize tutors. What are some alternative models of implementation of the chat service that are cheaper than fully staffed professional online tutoring services we analyzed in our study? Are there free alternative models?
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