NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED257796
Record Type: RIE
Publication Date: 1985-Mar-25
Pages: 14
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Homework in the Classroom: Can It Make a Difference in Student Achievement?
Foyle, Harvey C.; Bailey, Gerald D.
This study was designed to: (1) determine whether there was higher achievement by students assigned homework or by those not assigned homework; (2) determine whether there was higher achievment by students assigned preparation homework or those assigned practice homework; and (3) determine whether there was higher achievement by females or by males within homework groups. The sample consisted of 131 tenth-grade students enrolled in six American History classes. The students were divided into three groups: practice homework, preparation homework, and no homework. Findings indicated that: (1) there was a significant difference in achievement mean scores between students assigned homework and those not assigned homework; (2) there was no statistically significant difference in achievement mean scores between students assigned preparation homework and those assigned practice homework; and (3) there was no statistically significant difference in achievement mean scores between females and males within the homework groups. A discussion of the findings includes a suggestion that homework assignments must be regularly assigned, clearly stated, regularly collected, promptly graded, and promptly returned. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the Association for Supervision and Curriculum Developement (40th; Chicago, IL, March 25, 1985).