ERIC Number: ED444702
Record Type: RIE
Publication Date: 2000-May
Reference Count: N/A
Improving Academic Achievement through Creative Alternatives to Traditional Homework Strategies.
Recognizing the relationship between homework completion and academic achievement, this action research project targeted eighth graders in all subject areas who failed to complete homework assignments and provided them with creative strategies to improve homework completion. Participating in the project were eighth graders from a small, suburban, Midwestern town. Homework completion problems were documented from existing grade reports, teacher anecdotal records, and surveys from parents, students, and teachers. The intervention program emphasized student personal responsibility by requiring assignment notebooks to be completed with current assignments. All homework assignments were graphed in the assignment notebook to show students and parents the students' personal homework progress. Afterschool study sessions were required for students receiving failing grades. Creative homework options replaced traditional worksheet methods that made it more attractive for students to complete their homework independently. The impact of the intervention was assessed by means of student surveys, grades, homework records, and teachers' anecdotal records and journals. In addition, student pre-algebra grades from the 2000 class were compared to those from the 1999 class that had not used assignment notebooks. Post-evaluative measures indicated that students completed more homework when required to keep a daily assignment notebook and when given homework options in place of traditional homework. Pre-algebra grades were higher and the number of missing assignments were fewer for the 2000 class than for the 1999 class. Graphing of homework results and use of after school study sessions were not perceived as useful in reaching the goal of increasing homework completion. (Four appendices contain the surveys used in this project. Contains 26 references.)(KB)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Identifiers: Teacher Journals
Note: Master's Action Research Project, Saint Xavier University and IRI Skylight Field-Based Masters Program.