NotesFAQContact Us
Search Tips
ERIC Number: ED501250
Record Type: Non-Journal
Publication Date: 2008-May
Pages: 83
Abstractor: Author
Improving Homework Completion of Students through Tutored Study Hall
Dicken, Kori S.; Foreman, Carol D.; Jensen, Robin L.; Sherwood, Justin A.
Online Submission
The purpose of this study was to examine the effects of a guided study hall on homework completion. Two groups of students were analyzed in their homework completion rates. Homework completion rates of the students that participated in Site A were reviewed in their five core subjects, while the homework completion rates of the students at Site B were only reviewed in their math classes. Site A had 45 students participate in the study. Site B had two students in the study, both from the same math teacher. Results indicate, at both sites, that a guided study hall helped reduce the rate of homework completion. Overall, the rate before the study was 8% of homework was not being completed. By the completion of the study hall, 4% of homework was incomplete. Results show that with the guidance of a teacher and the presence of a study hall, students are more inclined to get their homework completed and may therefore increase the students' understanding. Educators should consider study halls to be a beneficial time for students who frequently do not complete their homework, and even more beneficial if the teacher assists the students with their homework. Twelve appendixes include: (1) Student Consent Form; (2) Teacher Consent Form; (3) Parent Consent Form; (4) Research Tracking Log; (5) Pre-Survey for Parents; (6) Pre-Survey for Students; (7) Homework Log; (8) Study Hall Sign-In Sheet; (9) Student Reflections Form; (10) Teacher Researcher Reflections Form; (11) Post-Survey for Students; and (12) Post-Survey for Parents. (Contains 7 figures and 7 tables.) [Master of Arts Action Research Project, Saint Xavier University.]
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A