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ERIC Number: EJ762780
Record Type: Journal
Publication Date: 2007-Jun
Pages: 17
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0959-4752
EISSN: N/A
The Homework-Achievement Relation Reconsidered: Differentiating Homework Time, Homework Frequency, and Homework Effort
Trautwein, Ulrich
Learning and Instruction, v17 n3 p372-388 Jun 2007
The popular claim that homework time is positively related to achievement and achievement gains was tested in three studies. Time on homework was compared and contrasted with other indicators of homework assignment (i.e., homework frequency) and students' homework behavior (i.e., homework effort). The results of the three studies indicate that homework assignments are positively associated with achievement (class-level effect) and that doing homework is associated with achievement gains (student-level effect), but that the positive effects of homework assignments and completion are not captured by the "time on homework" measure.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A