Effect of homework on student commitment, growth and performance
Schmitt, Robin D
University of Lethbridge. Faculty of Education
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000
This study examined the effect of homework on student commitment, growth and performance over a period of six weeks. The sample included 22 Grade Eight students taking Math every day for 51 minutes. During the first half of the study, the students were assigned extra homework every night, and during the second half of the study the students were not assigned any extra homework. Questionnaires, journals, selfevaluations, records of incomplete assignments and a comparison of marks were used to determine changes in student attitude and performance. The study found that in some situations, homework proved to be a relevant and helpful tool for some students, in other cases, regular homework did not affect the students positively, and in some instances it proved to be a negative influence. As well, an increase in homework caused higher levels of stress among some students that negatively affected their attitude towards class as well as their performance in other subjects. On the other hand, the data could not provide conclusive evidence as to whether the amount of homework affects student marks. In all, it was concluded that the amount of homework was not necessarily as important as the quality of assigned homework and the ability of the students to internalize the experience and make it meaningful to them.
vi, 59 leaves ; 29 cm. --
Homework -- Evaluation