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dc.contributor.authorCarr, Shannon
dc.contributor.authorRocker, Maria
dc.date.accessioned2009-08-13T17:56:47Z
dc.date.available2009-08-13T17:56:47Z
dc.date.issued2009-08-13T17:56:47Z
dc.identifier.urihttp://hdl.handle.net/1951/44949
dc.description.abstractThe purpose of this study was to determine which approaches to homework are most effective and least effective for increasing student performance on various methods of assessments and test. Fourteen parents and fourteen students filled out questionnaires regarding homework. The questionnaires were aimed at finding out the types of homework assigned, the amount of time spent on homework, and whether or not the homework that the children complete helps or hinders their classroom performance. The results showed that students spend, on average, one hour, completing homework, and that homework is assigned, on average, four days a week. The results also showed that not all of the students are able to complete homework independently. In addition, the majority of students stated that homework only helps them earn good grades some of the time. Parents also indicated that even though most of their homework seems to be helpful, that there are some assignments that their children bring home that appear to be “busy work,” with no purpose. This study proposes that effective homework approaches are those that involve homework that is directly related to in-class work, and can be completed independently by the student.en
dc.language.isoen_USen
dc.titleEFFECTIVENESS OF HOMEWORKen
dc.typeThesisen


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