Student perceptions toward homework assigned in general chemistry courses was investigated in this study. The study participants were required to complete homework assignments using two different online systems, ALEKS (adaptive-responsive system) and Sapling (traditional-responsive system). An online survey investigating their general perceptions of homework was administered at the beginning of the semester, and after the participants had completed most of the course, another survey was administered toward the end of the semester exploring their perceptions of both homework systems used in the course. We found that most students believed homework was important to their performance in the course. Our results also showed that students’ prior experience in high school science classes had an impact on their perceptions of the amount and the frequency of homework they expected in their general chemistry course. In general, students perceived ALEKS to be a more effective tool for preparing exams, however they also complained that the system was more time-consuming compared to Sapling. For CHEM 1, we did not see a significant change in students’ performance based on their homework system preference. In conclusion, students believed homework was a tool to help them learn the subject matter better, and they generally had positive perceptions toward both online homework systems.

本研究调查了学生对普通化学课程布置的家庭作业的看法。研究参与者被要求使用两个不同的在线系统 ALEKS（自适应响应系统）和 Sapling（传统响应系统）完成家庭作业。在学期初进行了一项在线调查，调查他们对家庭作业的总体看法，在参与者完成大部分课程后，在学期末进行了另一项调查，探讨他们对课程中使用的两种家庭作业系统的看法。我们发现大多数学生认为家庭作业对他们在课程中的表现很重要。我们的结果还表明，学生之前在高中科学课上的经历会影响他们对普通化学课程中家庭作业数量和频率的看法。总体而言，学生认为 ALEKS 是准备考试的更有效工具，但他们也抱怨该系统比 Sapling 更耗时。对于 CHEM 1，我们没有看到学生的成绩因家庭作业系统偏好而发生显着变化。总之，学生们认为家庭作业是帮助他们更好地学习学科的工具，并且他们普遍对这两种在线家庭作业系统抱有积极的看法。