The primary purpose of the dissertation was to determine if there were significant differences in academic achievement of Intermediate Algebra students who have been assigned online homework and Intermediate Algebra students who have been assigned traditional homework from the course textbook. A quasi—experimental pretest—posttest nonrandomized research design was used to test the hypothesis of this study.

The control group used in this study consisted of 72 community college students who were assigned homework from the textbook. The experimental group consisted of 91 community college students who were assigned online homework. An analysis of covariance was use to analyze differences between achievement of the two groups. The results indicated that there is not a statistically significant difference (F = 3.80, p = .054) between the achievement of the groups. However, the effect size obtained (Δ = +0.34) indicated that achievement differences between the groups is educationally significant. Retention rates between groups were analyzed using the chi-square test and indicated no significant differences (χ² = 0.61, p = .433) in retention rates between the groups.