MIT Libraries logoDSpace@MIT

MIT
View Item 
  • DSpace@MIT Home
  • MIT Libraries
  • MIT Theses
  • Graduate Theses
  • View Item
  • DSpace@MIT Home
  • MIT Libraries
  • MIT Theses
  • Graduate Theses
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Detection, patterns, consequences, and remediation of electronic homework copying

Author(s)
Palazzo, David J. (David John)
Thumbnail
DownloadFull printable version (8.777Mb)
Other Contributors
Massachusetts Institute of Technology. Dept. of Physics.
Advisor
David E. Pritchard.
Terms of use
M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission. http://dspace.mit.edu/handle/1721.1/7582
Metadata
Show full item record
Abstract
The log of all interactions the student makes with an online homework tutor (MasteringPhysics), including start time, finish time, correct answers, wrong answers, and hints requested allowed the development of an algorithm which assigns a "copying" probability to each problem completed. This algorithm was applied to three successive Newtonian Mechanics classes at MIT: Fall 2003, Fall 2004, and Fall 2005, affording unique insight into the dynamics of physics homework copying, and allowing contrasts between the performance and behavioral patterns of students who copy a lot and students who copy a little or copy none at all. Observations show that repetitive homework copying is correlated with steeply declining exam performance, and that repetitive copiers are four times more likely to fail to complete the - required two semester physics sequence on time than students who don't copy. Observations of several behavioral patterns associated with repetitive homework copying are reported - these patterns, combined with data from a self-reported cheating survey of MIT freshman, shed new light on the reasons students copy and steps educators can take to reduce homework copying.
 
(cont.) Through the implementation of several of these steps, we observe that between Fall 2003 and Fall 2005 detected homework copying dropped by -40%. Although efforts to reduce homework copying may not be an innovation in teaching, our study indicates it may be the best path to increasing student learning and success.
 
Description
Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Physics, 2006.
 
Includes bibliographical references (p. 131-141).
 
Date issued
2006
URI
http://hdl.handle.net/1721.1/36817
Department
Massachusetts Institute of Technology. Department of Physics
Publisher
Massachusetts Institute of Technology
Keywords
Physics.

Collections
  • Graduate Theses

Browse

All of DSpaceCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

My Account

Login

Statistics

OA StatisticsStatistics by CountryStatistics by Department
MIT Libraries
PrivacyPermissionsAccessibilityContact us
MIT
Content created by the MIT Libraries, CC BY-NC unless otherwise noted. Notify us about copyright concerns.