307 Copyright © 2014, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 21 DOI: 10.4018/978-1-4666-4912-5.ch021 Online Homework and Correlated Success in University Mathematics Courses: A Longitudinal Study ABSTRACT The primary goals of this project at the University of Tennessee at Chattanooga (UTC) were to use a free, open-source online tool developed at the University of Kentucky (UK) called WHS (Web Homework System) for Web-based homework and quizzes in first year mathematics courses and to demonstrate that the use of this system by students would improve and correlate well with their success in these courses. Quantitative data were collected and analyzed across four years involving 832 students using this system and 753 not using the system in seven courses. The findings indicate that faculty and students found the Web-based homework assignments helpful for a variety of reasons, though some of each found it occa- sionally frustrating. Students with high (low) scores on the Web homework had a very high probability of having high (low) grades in the courses, but there were no statistically significant improvements in final course grades over traditional methods. INTRODUCTION At the University of Tennessee at Chattanooga, we had been very frustrated using a variety of traditional homework formats in our university mathematics classes, we wanted to take advantage of the benefits of the online systems described above, and we believed that with the right choice of systems we could overcome many of the disadvantages described later in this article. Therefore, we chose to use the Web-based Home- work System (WHS) online homework system, maintained at the University of Kentucky (UK), to Stephen W. Kuhn University of Tennessee–Chattanooga, USA Sandy W. Watson University of Tennessee–Chattanooga, USA Terry J. Walters University of Tennessee–Chattanooga, USA