ERIC Number: ED249277
Record Type: Non-Journal
Publication Date: 1983-Sep
Reference Count: N/A
Report on Student Homework and Achievement, Spring 1982 and Spring 1983. Special Research Studies, 1983-84.
North Carolina State Dept. of Public Instruction, Raleigh. Div. of Research.
North Carolina students taking statewide achievement tests in grades 6 and 9 were ased two questions about the amount of time they spend doing homework: how much time do you spend doing assigned homework, and how much time do you spend doing work which is not assigned or required by the teacher? The results were compared with their scores on the California Achievement Tests. The results indicate that: (1) doing assigned homework is positively related to higher test scores; (2) girls do more assigned and unassigned homework than do boys; (3) doing assigned homework ranks behind socioeconomic variables in its power to predict student achievement scores in reading, mathematics, and total battery, and ahead of the predictive variable of days absent from school and sex of student; (4) the amount of unassigned homework is less effective than the amount of assigned homework in predicting student achievement; (5) boys in grades 6 and 9 who do equivalent amounts of homework as girls obtain substantially higher scores than do boys generally; and (6) response to homework questions and performance remained stable from 1982 to 1983. (BW)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: North Carolina State Dept. of Public Instruction, Raleigh. Div. of Research.
Identifiers - Location: North Carolina
Identifiers - Assessments and Surveys: California Achievement Tests