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When is Homework Worth the Time?: Evaluating the Association Between Homework and Achievement in High School Science and Math

When is Homework Worth the Time?: Evaluating the Association Between Homework and Achievement in... Abstract: Even with the history of debate over the merits of homework, there are significant gaps in the research record regarding its benefit to students. The focus of this study is on the association between time spent on homework and academic performance in science and math by assessing survey and transcript data from two nationally representative samples of high school students collected in 1990 and 2002. Using multiple linear regressions and controlling for students’ background, motivation, and prior achievement, we investigated how much variance in science and math course grades and achievement test scores could be explained by time spent on homework in those classes. The results indicate that there is no consistent significant relationship between time spent on homework and grades, but a consistently positive significant relationship between homework and performance on standardized exams. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

When is Homework Worth the Time?: Evaluating the Association Between Homework and Achievement in High School Science and Math

The High School Journal , Volume 96 (1) – Nov 18, 2012

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Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157
Publisher site
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Abstract

Abstract: Even with the history of debate over the merits of homework, there are significant gaps in the research record regarding its benefit to students. The focus of this study is on the association between time spent on homework and academic performance in science and math by assessing survey and transcript data from two nationally representative samples of high school students collected in 1990 and 2002. Using multiple linear regressions and controlling for students’ background, motivation, and prior achievement, we investigated how much variance in science and math course grades and achievement test scores could be explained by time spent on homework in those classes. The results indicate that there is no consistent significant relationship between time spent on homework and grades, but a consistently positive significant relationship between homework and performance on standardized exams.

Journal

The High School JournalUniversity of North Carolina Press

Published: Nov 18, 2012

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