The predictive power of homework assignments on student achievement in grade three
Abstract
Homework has been a controversial issue in education for the past century. Research has been scarce and has yielded results at both ends of the spectrum. This study examined the relationship between homework performance (percent of homework completed and percent of homework correct), student characteristics (SAT-9 score, gender, ethnicity, and socio-economic status), perceptions, and challenges and academic achievement determined by the students' average score on weekly tests and their score on the FCAT NRT mathematics assessment. The subjects for this study consisted of 143 students enrolled in Grade 3 at a suburban elementary school in Miami, Florida. Pearson's correlations were used to examine the associations of the predictor variables with average test scores and FCAT NRT scores. Additionally, simultaneous regression analyses were carried out to examine the influence of the predictor variables on each of the criterion variables. Hierarchical regression analyses were performed on the criterion variables from the predictor variables. Homework performance was significantly correlated with average test score. Controlling for the other variables homework performance was highly related to average test score and FCAT NRT score. This study lends support to the view that homework completion is highly related to student academic achievement at the lower elementary level. It is suggested that at the elementary level more consideration be given to the amount of homework completed by students and to utilize the information in formulating intervention strategies for student who may not be achieving at the appropriate levels.
Subject Area
Curricula|Teaching|Mathematics education
Recommended Citation
Pelletier, Raquel, "The predictive power of homework assignments on student achievement in grade three" (2005). ProQuest ETD Collection for FIU. AAI3169466.
https://digitalcommons.fiu.edu/dissertations/AAI3169466