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Homework in the Classroom: Can It Make a Difference in Student Achievement?.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Foyle, Harvey C. Bailey, Gerald Douglass |
| Copyright Year | 1985 |
| Abstract | ABSTRACT 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) |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED257796.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |