Speaker
Description
As educational technology becomes more embedded in classroom practices, online homework platforms are now widely used for assigning, managing, and assessing homework. However, optimizing these digital tools requires a sustainable implementation plan and an appropriate methodological approach. This study was conducted with the aim of investigating the impact of online homework platforms on the academic performance of 10th-grade students. Although the effectiveness and challenges of this implementation have been addressed in prior research, there remains a notable lack of studies specifically targeting students at the secondary education level, especially in a rural area of Vietnam. This exploratory research focuses on how online homework systems influence learning outcomes, student engagement and study habits in the subject of English. The research, involving 82 students with varying levels of access to online learning tools, highlights both the promise and limitations of online homework systems. Data for this research was collected through the use of questionnaires and comprehensive interviews. Descriptive statistics generated through Excel were utilized to present homework completion rates, test performance, and students’ levels of engagement and satisfaction. Concurrently, interviews were conducted to gain deeper insights into students’ experiences with digital platforms for managing homework and to examine their attitudes toward the use of such technology. Preliminary findings indicate a positive correlation between regular use of online homework platforms and improved academic performance. However, their effectiveness depends on factors such as internet access, digital skills, teacher readiness, and parental involvement. Overcoming these challenges is crucial for equitable access and sustained student engagement.
Keywords: online homework platforms; academic performance; exploratory research
Biography
Mrs. Nguyen Thi Luyen graduated from Thai Nguyen University of Education and has been teaching at Le Xoay High School, a school in a rural area in Vinh Phuc province, since 2012. During 13 years of her teaching career, she dedicated herself to teaching English for students as the second language. She has made significant contribution to students’ academic progress in the subject of English. She actively incorporate modern technology into teaching, enhancing the educational experience for both herself and students. In addition, Mrs. Luyen has undertaken several action research focusing on innovative English language teaching methodologies. These methods have been thoughtfully implemented in her classroom practice and have yielded positive outcomes, including noticeable improvements in students’ learning attitudes and academic achievement. In an effort to improve the effectiveness and engagement of English language education in her school, she consistently endeavors to enhance her knowledge and personal development, while inspiring both students and colleagues, aspiring to contribute to advancing the national goal of establishing English as the country’s second language.
