In this article, we examine student achievement in college  mathematics based upon a comparison of homework methodologies and examination scores for each student tested. Multiple class sections taught by the same teacher were utilized in order keep the possible confounding variables to a minimum. This study supports and expands the results of recently published articles, which focus on the relationship between mathematics achievement and homework methodology. The research used an ex-post facto design and the Mann-Whitney U test to determine whether the two group medians are statistically significant. The analysis shows that the median score of those students utilizing an online homework methodology are statistically different  than those students who utilized a traditional paper and pencil homework methodology.

mathematics achievement, traditional homework, online homework.