Perceived Barriers and Facilitators: A Qualitative Analysis of Student Engagement with Webassign in Calculus II
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Mathematics
Date of Award
9-1-2026
Abstract
Calculus II is a gateway course for many STEMM majors, and many students struggle to stay engaged with WebAssign, the main online homework system used in the course. This qualitative case study, guided by Situated Expectancy Value Theory, examined how students in one Calculus II section at a public university in the southern United States experience WebAssign. The study used semi structured interviews with six students, to explore obstacles to engagement, factors that support engagement, and students’ overall experience with WebAssign. The interview transcripts were coded and grouped into themes that describe common patterns in students’ beliefs and behaviors. The goal is to better understand how WebAssign affects students’ learning, motivation, and persistence in this gateway course. Students experienced both barriers and facilitator in their use of WebAssign, with technological barriers and technology engagement appearing most often across the six interviews.
Advisor
Rebecca Dibbs
Subject Categories
Mathematics | Physical Sciences and Mathematics
Recommended Citation
Umar, Abdul Razak, "Perceived Barriers and Facilitators: A Qualitative Analysis of Student Engagement with Webassign in Calculus II" (2026). Electronic Theses & Dissertations. 1403.
https://lair.etamu.edu/etd/1403
