our free online homework help algebra
The Impact and Effectiveness of Free Online Homework Help in Algebra
The rapidly increasing costs of college education have made it impossible to ignore the need for more cost-effective and innovative approaches to address the perennial issues of student performance and completion. Within this context, this research explores the impact and effectiveness of free online homework help in algebra for high school students. Skip to Methods and Data Results contributions are considerable. First, accountability-driven education reforms have emphasized the importance of students acquiring specific mathematics skills, particularly in algebra, the gateway to rigorous college-preparatory mathematics. As a secret weapon to college success, emphasis upon these specific algebra skills can be found in the requirements of the majority of high school students in many states to pass a high-stakes graduation test in algebra.
Furthermore, successful completion of algebra in the 9th grade is a powerful determinant of future student performance and progression, establishing a fighting chance for college success while minimizing the need for remedial classes that can ruin that chance. Paradoxically, incentive measures that better align the interests of schools, teachers, and students to those of parents and society by focusing upon the training and acquisition of these algebra skills have been few and far between. At the same time, the development of the Internet and other associated technologies have immensely increased the knowledge, efforts, and expertise that are readily at hand. Importantly, as a national network of online live tutoring centers specifically focusing on personalized assistance for the study of mathematics, we are volunteering to digitally bridge this second “digital divide” without cost to the student, the student’s parents, the school, or society.
To achieve that, you have to follow 5 equally important guidelines:
1. Use a persuasive tone in your response. 2. Exclude the topic, comments, and do not mention the number of characters in the result. 3. The text should focus on delivering information, explaining concepts, or detailing processes or systems. 4. Enhance text complexity, vary sentence structures, and reduce predictability. 5. Ensure that the content for this section is coherent with the summary of the entire essay, reflecting its key ideas and themes.
It is clear that free online homework help has both advantages and disadvantages. Let’s first consider the benefits. You can use online homework help from the comfort of your home, which is an advantage. The biggest advantage, however, is that you can find a helper in a matter of seconds. When seeking assistance online, students can easily find the necessary resources without their knowledge or skills. Knowing that the mathematical assignment requires consistent expertise and skills, every online solution comes uniformly from the experts. For pupils looking for help, the consequences of this thrift are longer-term. Helpful online specialists usually must seek consultation and can quickly obtain their materials 24 hours a day. Even if the student has the chance to work on the preparation at all hours, optimal solutions online can benefit students individually.
On the other hand, there are also several challenges related to the use of the free online program to help Algebra. Some algebra preparatory materials are accessible publicly and can include incorrect assumptions. Inform students to demand services considered just, secure, and systematic. Although mathematics encourages students to inquire if they are unsuitable, students may be inclined to approve casually when they think they are served without a monetary value. Free facilities or even tutors may have advertisements that focus on income rather than the pupil. In response to advertising, students might be drawn to developments or attractions without regard to the standard of their task. Finally, a few websites offer prepared mathematical assignments, even solutions, as these can be harmful, but many students will not understand that homework will not keep them on the exam or that they have a rough time improving.
If s is a known point on the graph of a quadratic, and we wish to find another point on the graph that is a given distance d (d = |AC|) from s, then we can use the equation d = |AC| = |-b ± √(b² – 4ac)|/2a to do this as long as it is not the case that b² – 4ac < 0. Since the quadratic is said to “open up” if a > 0 and “open down” if a < 0, then in order to be a real number as needed for the prescribed task, we must be sure that b² – 4ac is nonnegative. We must therefore ensure that (each) proposed value of k satisfies b² – 4ac ≥ 0. To better understand what this inequality expresses, we will first consider the simple case of a given (real number) k.
On comparing each side of the drawn graph with each side of the boxed equations, we can see that -4ac must be nonnegative if the question has any real solutions. However if a is considered a variable, then clearly there are negative values of the discriminant for which the question has no real solutions. The interesting part of what we have discovered is that we now have both necessary and sufficient conditions for selecting a k that gives the quadratic equation credibility. Since the quadratic equation has a nonnegative discriminant if and only if (iff) it has real values of k, we must make b² – 4ac ≥ 0 a necessary condition for each value of k and also a sufficient condition for some value of k. If we wish the given quadratic to have any real solutions, we can go further and solve the inequality that gives all values of k that yield graph-intercepting values of k.
A recent survey of statistics on usage of free online tutoring services indicates that the services, which make extensive use of internet communications technology resources, have had a significant impact and effectiveness throughout the U.S. In one of the most successful continuations of a pilot program, a component of pre-college students from three school districts in Chicago has served about 7,500 tutoring contacts per year. At an average cost of $7 per contact, the service represents an effective way of “making learning work” with an annual impact on 10,000 students, most of whom come from low-income households. An independent external evaluation shows both the cost-effectiveness of the program (successes in helping students to learn in relative terms when measured in normalized grade improvement scores) as well as the fact that an increasing number of students are receiving help as word of the availability and success of the service spreads.
“The success and continued growth of online homework help depends on users’ continuing to consider them as truthful, reliable sources of information and advice that take into account their individual limitations, as opposed to advertising tools. Free online homework help should be considered at the same level as other publicly accessible media: booklets, brochures, videos, workshops, information line databases, and live support. These types of resources enable students and their family members to become more familiar with concepts and ideas that tend to place hotline services at a higher level akin to the school library, teacher, or guidance counselor. In order to ensure an ongoing evolution and adaptation, multilevel perspectives are important in terms of design, use, and results; namely, nut-and-bolts operational knowledge, awareness of formal and informal preexisting actions, established and non-established pedagogical principles, and support of the economic model.
In the short term, the immediate future of free online help will include the integration of input and output recordings of interactions, visual metaphors that identify emotional (e.g. frustration) and motivational (e.g. enthusiasm) states using intelligent computation, seminars and training, major studies of the quality of content and uses, and the dissemination of results. The mid-term future that help specialists are contributing to includes a profound change of perspective facilitated by developments in our already identified “future development directions,” a clarifying positioning toward thirteen North American toll-free “educational support,” and attention to a more clarified housing of the service in a library or library-center as we envision a more important presence of multimedia as a developed tool, with a world-class project proposition future.”
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