Homework variables and academic achievement: An integrated study.
Item
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Title
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Homework variables and academic achievement: An integrated study.
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Identifier
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AAI8821110
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identifier
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8821110
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Creator
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Olson, Maura E.
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Contributor
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Adviser: Shirley Feldmann
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Date
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1988
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Elementary
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Abstract
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The present study was undertaken to gain an understanding of the unique and combined contribution of the following variables to academic achievement: homework achievement, time on homework, student homework behavior, the structure of homework, student ability, feedback on homework, type of homework, parent-involvement, teacher communication with parents and student grade level.;Three homework questionnaires were developed to obtain data on the ten variables of interest. They were administered to third through sixth grade students, parents and teachers in a suburban public school district.;Seven hypotheses were formulated and tested by multiple regression and correlational analysis. Four variables accounted for 37% of the variance in CAT math. They were homework achievement, student ability, parent-involvement and preparatory homework. These same four variables accounted for 38% of the variance in CAT reading.;Correlational analysis revealed a significant positive relationship between math and reading homework grades with CAT math and CAT reading. Contrary to expectation, a significant positive correlation was not obtained between time on homework and student homework behavior with homework rating in math and reading. Parent-involvement in homework was significantly negatively correlated with homework achievement in reading.;Among the teacher variables, no relationship was uncovered between type of homework, structure of homework or amount of feedback with homework achievement in math and reading. As expected, with increasing grade level, parent-involvement in student homework declined and this decline was accompanied by a decrease in the number of homework suggestions offered to parents.;The findings of the study are integrated into a discussion which emphasizes the significance of the obtained results and suggests possible explanations for hypotheses which were not supported. Educational implications are discussed.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
