| This research studied the effect of using Swarthmore College's Math Forum geometry Problem of the Week (POW), an Internet-based learning resource, on high school student problem-solving achievement and attitudes toward mathematics. The study was designed to determine if student access to the Internet during the time allowed for solving the Problem of the Week had a greater effect on their problem-solving achievement than the effect on students who did not have access to the Internet. Of additional importance in this study was the effect that using Internet-based learning resources had on the attitudes toward mathematics of all student participants in the study and the effect of gender on both mathematics achievement and attitudes toward mathematics.;The study was conducted from March, 1998 through May, 1998. Participants included three Montana high school geometry teachers, each of whom taught two sections of geometry for the spring semester, and the students enrolled in each of these sections. Through a random process, one of the two sections taught by each of the participating teachers was designated the experimental group, and they received access to the Internet during the time allowed each week to solve the POW. The other section taught by each teacher was designated the control group, and they did not receive access to the Internet during the time allowed each week for solving the POW. Two Montana high schools were involved in the study;A basic geometry knowledge test and a mathematics attitude inventory were administered to participating students before treatment. Each week for ten weeks, participating students attempted to solve the POW, and their solutions were assessed. The average of the scores on these ten weekly solutions was one of the criteria used to determine student problem-solving achievement (WK1 0AV). A problem-solving test and the same mathematics attitude inventory given at the beginning of the study were administered to all participating students after ten weeks of attempting to solve the POW.;Analysis of variance was used to test for differences in the basic math knowledge of participants in the experimental and control groups before treatment, to test for differences in attitudes due to treatment and gender before and after treatment, and to test for differences in problem-solving achievement after treatment. Analysis of covariance was used to determine the effect that the amount of time the experimental group utilized access to the Internet had on their problem-solving achievement.;On the basis of this analysis, the researcher concluded that access to the Internet during the solution of the POW did not have an effect on student problem-solving achievement. Before treatment, there was a difference in the self-concepts of the female and male participants in the control group, with the female participants scoring lower. After treatment, there was no difference in female and male self-concepts toward math. |
