1. HOMEWORK
DOES IT INCREASE STUDENT
ACHIEVEMENT?
By: Carmen Serrano
Social Studies, JFK
Teacher

2. • FOR YEARS AMERICANS HAVE BEEN
CONCERNED ABOUT FALLING BEHIND
IN EDUCATION AND THEY MAY HAVE
BEEN CORRECT IN DOING SO.

3. • IN A RECENT REPORT BY
THE ANNIE E. CASEY
FOUNDATION, ONE OUT
OF THREE STUDENTS
SCORED "BELOW BASIC"
ON THE 2009 NATIONAL
ASSESSMENT OF
EDUCATION PROGRESS
(NAEP) READING TEST.
EVEN MORE ALARMING
IS THE FACT THAT MORE
THAN 67 PERCENT OF
ALL US FOURTH
GRADERS SCORED
"BELOW PROFICIENT,"

4. • AMERICAN STUDENTS RANKED 25TH IN
MATH, 17TH IN SCIENCE AND 14TH IN
READING.
• THE UNITED STATES PLACES 17TH IN THE
DEVELOPED WORLD FOR
EDUCATION, ACCORDING TO A GLOBAL REPORT BY
EDUCATION FIRM PEARSON (2007).

5. WHY HOMEWORK HAS BECOME
SO CONTROVERSIAL?
• SOVIET UNION LAUNCHED SPUTNIK CAUSED THE UNITED
STATES TO FOCUS ON EDUCATION, ESPECIALLY IN THE
AREAS OF SCIENCE AND MATH (NELSON 2007).
• A NATION AT RISK WAS PUBLISHED, AND IT CRITICIZED
UNITED STATES EDUCATION, CALLING IT MEDIOCRE (U.S.
DEPARTMENT OF EDUCATION, 1983).
• NO CHILD LEFT BEHIND LEGISLATION WAS IMPLEMENTED
TO SECURE ALL CHILDREN’S EDUCATION (PL 107110, 2001).

6. • HOMEWORK HAS BECOME A COMMON AND
WELL-KNOWN STUDENT DAILY ROUTINE
(COOPER, ROBINSON, & PATALL, 2006).

7. • DOES HOMEWORK REALLY HELP STUDENTS
INCREASE THEIR ACADEMIC PERFORMANCE?
• DO STUDIES SHOW A LINK BETWEEN HOMEWORK
AND STUDENT ACHIEVEMENT?
• THERE IS VERY LITTLE CORRELATION BETWEEN
HOMEWORK AND STUDENT ACHIEVEMENT
(COOPER, 2006).
• KOHN (2006) ARGUES THAT NONE OF THE
RESEARCH SHOWS A CONNECTION BETWEEN
HOMEWORK AND INDEPENDENT THINKING.
(KOHN, 2006).

8. • SO WHY DO TEACHERS CONTINUE TO
GIVE HOMEWORK?

9. PURPOSE OF THE STUDY
• COLLECTING HOMEWORK BECAME FRUSTRATING!!!!
• IS HOMEWORK A MAJOR COMPONENT OF STUDENT
ACHIEVEMENT?
• AM I FAILING TO PROMOTE HIGH ACADEMIC STANDARDS BY
NOT GIVING HOMEWORK?
• WILL ASSIGNING HOMEWORK HELP THEM UNDERSTAND THE
CONCEPT BETTER?
• IS MY IMPLEMENTATION OF HOMEWORK CORRECT? AM I
ASSIGNING THE RIGHT WORK?
• DOES HOMEWORK HELP INCREASE THEIR CRITICAL
THINKING SKILL?

10. • THE PURPOSE OF THIS ACTION RESEARCH PROJECT IS
TO IMPROVE MY EDUCATIONAL PRACTICES AND
DETERMINE IF USING HOMEWORK BENEFITS STUDENT
LEARNING.
• TO DETERMINE IF ASSESSMENT RESULTS ARE
SIGNIFICANTLY DIFFERENT AMONG STUDENTS WHO
WERE GIVEN HOMEWORK AND STUDENTS WHO WERE
NOT GIVEN HOMEWORK.
• THE POTENTIAL OF LEADING TO PROFESSIONAL
DEVELOPMENT OPPORTUNITIES ON HOMEWORK
IMPLEMENTATION.

11. RESEARCH QUESTION
• 1. WHAT ARE THE STUDENTS' PERCEPTIONS CONCERNING
HOMEWORK?
• 2. HOW DOES HOMEWORK IMPACT STUDENT
ACHIEVEMENT?

12. SIGNIFICANCE
• THE IMPORTANCE OF THIS STUDY IS TO GAIN INSIGHT AS
TO WHETHER HOMEWORK ACTUALLY HELPS INCREASE
STUDENT LEARNING.
• HOMEWORK CONTRIBUTES TO THE CORPORATE STYLE
AND COMPETITIVE CULTURE IN THE UNITED STATES
(KRALOVEC AND BUELL, 2000)

13. WHAT IS THE PURPOSE OF
HOMEWORK?
• BUTLER (1987) STATES THAT HOMEWORK SHOULD BE
ACTIVITIES THAT REINFORCE LEARNING, PROVIDE
PRACTICE, AND ALLOW STUDENTS TO APPLY NEW LEARNED
SKILLS.
• COOPER (2007) DEFINES HOMEWORK AS "TASKS ASSIGNED
TO STUDENTS BY SCHOOL TEACHERS THAT ARE INTENDED
TO BE CARRIED OUT DURING NON-SCHOOL HOURS” (P. 4).
• HOMEWORK SHOULD BE FUN, AND RELATED TO LIFE SKILLS
(KOHN, 2006)
• HOMEWORK HELPS STUDENTS DEVELOP SELFDISCIPLINE, RESPONSIBILITY, AND GOOD HABITS AND
ATTITUDES (PAULU, 1995).

14. PERCEPTION OF HOMEWORK
• MORE THAN 80% OF TEACHERS
AND 77% OF STUDENTS AFFIRMED
THAT HOMEWORK IS VERY
IMPORTANT TO THEM;
APPROXIMATELY 90% OF
TEACHERS AND PARENTS AND 69%
OF STUDENTS BELIEVED THAT
HOMEWORK HELPED STUDENTS
LEARN MORE IN SCHOOL
(MARKOW, KIM, AND LIEBMAN 2007)
• ONLY 10% OF PARENTS BELIEVED
THAT THEIR CHILDREN HAD TOO
MUCH, WHILE 25% BELIEVED THEY
HAD TOO LITTLE, AND 64% OF
PARENTS BELIEVED THEIR
CHILDREN HAD ABOUT THE RIGHT
AMOUNT OF HOMEWORK (GILL &

15. LITERATURE REVIEW
ADVANTAGE OF HOMEWORK
• HOMEWORK INCREASES LEARNING
AND, THEREFORE, SHOULD BE
CONTINUED AND MODIFIED FOR
IMPROVEMENT WHEN NECESSARY
(MARZANO & PICKERING, 2007).
•
• HOMEWORK ENHANCES CLASSROOM
INSTRUCTION, CONNECTS FUTURE
LESSONS, BOOSTS FAMILY
RELATIONSHIPS, AND ADDS TO THE
STUDENT’S INTEREST IN LEARNING
(ALLEMAN, 2010).

16. ADVANTAGE OF HOMEWORK
• STUDENTS REMEMBER ONLY 50% OF THE INFORMATION. THUS,
HOMEWORK WILL REINFORCE OR HELP STUDENTS APPLY THAT
INFORMATION (KURUTS, 2006).
• THERE IS A POSITIVE CORRELATION BETWEEN THE AMOUNT OF
HOMEWORK GIVEN AND STUDENT ACHIEVEMENT. (BEMPECHAT,
2004)
• SINCE 1962, OUT OF 20 STUDIES DONE, 14 ARE PRO-HOMEWORK ;
OUT OF 50 STUDIES, 43 SHOWED STUDENTS WHO DID THEIR
HOMEWORK IMPROVED IN THEIR ACHIEVEMENT (COOPER, 2000).
• ALSO NOTED THAT STUDENTS WHO DO HOMEWORK WILL
OUTPERFORM STUDENTS WHO DO NOT DO HOMEWORK BY 69%
ON A STANDARDIZED TEST. COOPER (2000)
• ALSO SHOWS THAT THE POSITIVE CORRELATION IS MUCH
STRONGER FOR SECONDARY STUDENTS THAN ELEMENTARY
STUDENTS (COOPER, 2006)

17. • HOMEWORK COMPLETION SIGNIFICANTLY INFLUENCES
STUDENT’S SELF-REGULATORY BEHAVIOR AND
MOTIVATIONAL BELIEFS, AND THAT HOMEWORK
IMPROVES STUDENTS’ SELF-EFFICACY AND INSTILLS
RESPONSIBILITY TOWARDS THEIR ACADEMIC
ACHIEVEMENT (BEMBENUTTY, 2009)
• HOMEWORK FOSTERS SELF-REGULATION SKILLS, IT
ALLOWS STUDENTS TO PRACTICE BEHAVIOR SUCH AS
PLANNING, ORGANIZATION, OVERCOMING
OBSTACLES, PERSISTENCE AND STAYING ON TASK
(XU, M., BENSON, S.N.K., MUDREY-CAMINO, R., &
STEINER, R. P., 2010)

18. • DUKE UNIVERSITY RESEARCHERS HAVE REVIEWED MORE
THAN 60 RESEARCH STUDIES ON HOMEWORK BETWEEN
1987 AND 2003 AND CONCLUDED THAT HOMEWORK DOES
HAVE A POSITIVE EFFECT ON STUDENT ACHIEVEMENT.
• DURHAM, N.C. 2013, DUKE UNIVERSITY

19. LITERATURE REVIEW
DISADVANTAGE OF HOMEWORK
• RECENTLY, HOMEWORK HAS BECOME “A
SOURCE OF COMPLAINT AND FRICTION
BETWEEN HOME AND SCHOOL MORE
OFTEN THAN OTHER TEACHING
ACTIVITIES” (COOPER, 2001 P. IX).
• TEACHERS LACK THE SKILLS TO DESIGN
HOMEWORK THAT ACTUALLY BENEFITS
THE STUDENT’S LEARNING
(COOPER, 2007).
• REVIEW OF 60 STUDIES NOTED THAT
TOO MUCH HOMEWORK MAY REDUCE
THE EFFECT OF HOMEWORK OR MAY
EVEN BECOME A HINDRANCE TO
STUDENT LEARNING (COOPER, 2007)

20. LITERATURE REVIEW
DISADVANTAGE OF HOMEWORK
• IF THERE IS A CORRELATION BETWEEN
HOMEWORK AND ACHIEVEMENT, IT IS NOT
SUFFICIENT ENOUGH TO JUSTIFY THAT
CONCLUSION AND THAT SEVERAL FACTORS
SURROUNDING HOMEWORK AND
ACHIEVEMENT NEED TO BE CONSIDERED
(KOHN, 2006)
• HOMEWORK SEEMS TO BE TAKING OVER SOME
OF THE TIME MEANT TO BE FOR
SOCIALIZATION. (KOHN, 2006).
• FOUND CONTRADICTING RESEARCH
STUDIES—THAT SHOWED HOMEWORK DOES
BENEFIT LEARNING WHILE OTHER
RESEARCHERS ARGUED THAT IT DOES NOT

21. DISADVANTAGE OF HOMEWORK
• 4 OUT OF 10 PARENTS POLLED BELIEVED THAT
MOST OF THE HOMEWORK GIVEN WAS MERELY
BUSYWORK (PAUL, 2011)
• TOO MUCH HOMEWORK CAN BE HARMFUL TO A
CHILD’S HEALTH AND FAMILY TIME (BENNET &
KALISH 2006, P. 53).
• CAUTIONED TEACHERS NOT TO GIVE TOO MUCH
HOMEWORK BECAUSE THIS MAY DIMINISH ITS’
EFFECTIVENESS OR EVEN BECOME
COUNTERPRODUCTIVE (COOPER, ROBINSON, AND
PATALL, (2006)
• HOMEWORK SHOULD NOT BE GIVEN TOO
OFTEN, BUT WHEN IT IS GIVEN, THEN IT SHOULD
BE REALISTIC IN LENGTH AND THE DIFFICULTY
SHOULD BE BASED ON STUDENTS’ SKILL LEVEL.(
GOOD AND BROPHY ,2003)

22. • CLAIM THAT HOMEWORK CAN BE HARMFUL TO STUDENT’S
WELL-BEING WHEN TEACHERS ARE NOT TRAINED IN HOW
TO ASSIGN HOMEWORK. THE AUTHORS RECOMMEND
REDUCING THE AMOUNT OF HOMEWORK
GIVEN, DESIGNING MORE VALUABLE ASSIGNMENTS, AND
AVOIDING GIVING HOMEWORK DURING HOLIDAYS OR
BREAKS (BENNET AND KALISH, 2006)

23. • HOMEWORK IS “FORCED LABOR.” TEACHERS SHOULD BE
ABLE TO DO EVERYTHING INSIDE THE CLASSROOM
(SCHNURMACHER, 2012).
• PRINCIPAL BANNED HOMEWORK IN HIS SCHOOL AND
NOTED THAT EXCELLENT TEACHING DOES NOT REQUIRED
HOURS OF HOMEWORK (NELSON, 2007).

24. • REPORTED THAT ONE QUARTER OF STUDENTS FINISH
HOMEWORK ONLY SOMETIMES, RARELY, OR NEVER
(MARKOW ET AL. (2007)

25. • CONDUCTED A STUDY ON ALTERNATIVE HIGH SCHOOLS
AND WERE AMAZED TO DISCOVER THAT HOMEWORK WAS
ONE OF THE CONTRIBUTING FACTORS THAT CAUSED
STUDENTS TO DROP OUT OF SCHOOL. (KRALOVEC AND
BUELL’S, 2000)
• SUGGEST THAT POLICYMAKERS SHOULD LOOK INTO THE
QUALITY OF HOMEWORK BEING ASSIGNED IN ORDER TO
MAKE HOMEWORK PRACTICES EFFECTIVE (BAKER AND LE
TENDRE, 2005)

26. • COOPER ET. AL., (2006) NOTE THAT SINCE HOMEWORK
HAS BOTH POSITIVE AND NEGATIVE CONSEQUENCES, A
NEED FOR CONTINUED RESEARCH IS NECESSARY.

28. METHODOLOGY
• THIS STUDY TOOK PLACE AT A PUBLIC HIGH SCHOOL.
• BLOCK SCHEDULE FORMAT WITH ALTERNATING PERIODS EACH DAY.
• STUDENTS ATTEND THREE 100-MINUTES CLASSES PER DAY.
• THE PARTICIPANTS OF THIS STUDY WERE STUDENTS IN MY U.S. HISTORY
CLASS (N = 90).
• THE STUDENTS INCLUDED 44 MALES AND 46 FEMALES.
• THEY REPRESENTED A VARIETY OF ETHNIC AND CULTURAL BACKGROUNDS
• THE CLASSES CHOSEN FOR THE STUDY WAS CATEGORIZED AS CLASS A AND
CLASS B.
• CLASS A WAS NOT GIVEN HOMEWORK, AND CLASS B WAS GIVEN HOMEWORK.
• THE STUDY WAS OVER A THREE WEEK PERIOD.
• CONSENT FORMS WERE DISTRIBUTED FOR STUDENTS AND PARENTS TO SIGN.
THE STUDENTS WHO RETURNED THE CONSENT FORMS WITH SIGNATURES
WERE USED AS PART OF THE STUDY.

29. INTERVENTION
• THE SAME LESSONS WERE GIVEN TO BOTH GROUPS USING A
POWERPOINT PRESENTATION
• HOMEWORK WAS GIVEN TO GROUP B.
•
HOMEWORK WAS EXPLAINED, DIRECTIONS GIVEN, AND ONE OR TWO
PROBLEMS FROM THE HOMEWORK WERE SOLVED IN CLASS AS A TAKE
HOME SAMPLE MODEL.
• HOMEWORK WAS ALWAYS DUE THE NEXT CLASS MEETING DAY AND WAS
RETURNED ON THE SAME DAY OF THE QUIZ WITH COMMENTS AND
FEEDBACK TO HELP THE STUDENTS UNDERSTAND THE MISTAKES THEY
MADE.
• HOMEWORK CONSISTED OF: (A) VOCABULARY, (B) SIGNIFICANT
INDIVIDUALS, (C) SIGNIFICANT EVENTS, AND (D) CRITICAL THINKING.
• STUDENTS WERE TOLD THAT HOMEWORK WOULD BE GRADED, AND LATE
POINTS WOULD BE DEDUCTED FOR EACH DAY THE HOMEWORK WAS
LATE.

30. INTERVENTION
• FIVE QUIZZES WERE GIVEN TO BOTH GROUP A AND
GROUP B.
• QUIZZES TAKEN BY STUDENTS WHO DID NOT TURN IN
THEIR HOMEWORK ON TIME WERE COLLECTED AS PART
OF THE DATA BUT WERE RECORDED AND LABELED
ACCORDINGLY.
• QUIZ QUESTIONS CONSISTED OF: (A) VOCABULARY, (B)
SIGNIFICANT INDIVIDUALS, (C) SIGNIFICANT EVENTS, AND
(D) CRITICAL THINKING.

31. DATA COLLECTION
• DATA COLLECTED WERE HOMEWORK COMPLETION, QUIZ
SCORES AND SURVEY RESPONSES.
• THE QUIZ AVERAGES WERE COMPARED BETWEEN THE TWO
GROUPS: STUDENTS WHO WERE GIVEN HOMEWORK VERSUS
STUDENTS WHO WERE NOT GIVEN HOMEWORK.
• HOMEWORK. STUDENTS’ HOMEWORK WAS
COLLECTED, GRADED, AND THEN RECORDED.
• A CHECKLIST WAS KEPT WHETHER THE STUDENTS
COMPLETED THE ASSIGNMENTS. STUDENTS WHO DID NOT
TURN IN HOMEWORK OR TURNED IT IN LATE WERE NOTED
ACCORDINGLY.
• QUIZ SCORES. QUIZZES WAS COLLECTED, GRADED, AND
THEN RECORDED.
• STUDENTS WHO TOOK QUIZZES BUT DID NOT TURN IN THEIR
HOMEWORK WERE PROPERLY NOTED IN THE CHECKLIST.

32. DATA COLLECTION
• SURVEYS. UPON COMPLETION OF THE STUDY, THE
STUDENTS COMPLETED A SURVEY.
• ALL SURVEYS WERE COMPLETED ANONYMOUSLY.
• STUDENTS WHO WERE ABSENT WERE NOT GIVEN MAKE
UP DAY

33. RESULTS AND DATA ANALYSIS
1. WHAT ARE THE STUDENTS’ PERCEPTIONS CONCERNING
HOMEWORK?
• DATA WAS GATHERED USING A STUDENT PERCEPTION
SURVEY CONSISTING OF 11 ITEMS GIVEN TO GROUP B
(STUDENTS WHO WERE GIVEN HOMEWORK).
• STUDENTS RESPONDED TO EACH ITEM USING A LIKERT
SCALE RATING: 1 = STRONGLY DISAGREE, 2 =
DISAGREE, 3 = AGREE SOMEWHAT, 4 = AGREE, AND 5 =
STRONGLY AGREE.

34. TABLE 1: STUDENTS’ PERCEPTIONS OF HOMEWORK (N = 63)
Item
M
SD
1. I like homework.
2.34 1.2
0
2. I always do homework
2.98 .86
4
3. I always get help at home when doing my homework
2.84 1.3
2
4. I get easily distracted when I am doing my homework
3.67 1.2
6
5. I always feel unsure on how to do my homework
2.95 .99
9
6. I feel teachers give too much homework
3.58 1.1
0
7. I have an adult to help me at home with my homework
2.97 1.2
6
8. Homework helps me often to better understand what I learned in
class
3.08 1.1
7

35. HOMEWORK COMPLETION RATE
Class
Total
HW # 1 HW # 2 HW # 3 HW # 4 HW #5
number
particip
ants
2nd Period
19
11
58%
11
58%
12
63%
4
21%
12
63%
4th Period
22
10
45%
8
36%
4
18%
12
55%
15
68%
6th Period
22
13
59%
9
41%
8
36%
12
55%
8
36%

36. QUIZ AVERAGE
Quiz #1
Group A
No
Homewor
k
N
Mean
SD
Group B
Homewor
k
N
Mean
SD
Sig.(2tailed)
Quiz #2
Quiz #3
Quiz #4
Quiz #5
50
13.76
5.34
54
12.28
4.86
60
13.80
5.31
54
13.96
4.59
49
13.84
4.32
34
12.41
4.34
28
13.43
4.14
24
14.42
5.24
32
14.94
4.63
35
14.11
3.69
.23
.29
.63
.35
.76

37. DISCUSSIONS
• THE RESULTS OF THIS ACTION RESEARCH PROJECT INDICATED THAT
THERE WAS NO SIGNIFICANT DIFFERENCE IN STUDENT ACHIEVEMENT
BETWEEN STUDENTS WHO WERE GIVEN HOMEWORK AND STUDENTS
WHO WERE NOT GIVEN HOMEWORK.
• HOWEVER, KOHN (2006) SUGGESTS THAT EVEN IF THERE IS A
CORRELATION BETWEEN HOMEWORK AND ACHIEVEMENT, IT IS NOT
SUFFICIENT ENOUGH TO JUSTIFY A QUICK CONCLUSION AND THAT
SEVERAL FACTORS SURROUNDING HOMEWORK AND ACHIEVEMENT
NEED TO BE CONSIDERED.
• STUDENTS NOT TURNING IN HOMEWORK ON TIME WERE ONE OF THE
BIGGEST FACTORS THAT AFFECTED THIS STUDY.
• LIMITING MY COMPARISON BETWEEN THOSE WHO TURNED IN THEIR
HOMEWORK AND THOSE WHO DID NOT.
•
FOR EXAMPLE, PERIOD 4 AND 6 HAD LESS THAN 50% OF STUDENTS WHO
TURNED IN HOMEWORK FOR HOMEWORK #2 AND # 3. THE STUDENTS WHO
WERE ASSIGNED HOMEWORK BUT DID NOT TURN IT IN ON TIME STILL HAD
TO TAKE THE QUIZ, BUT THEIR QUIZ SCORES WERE NOT INCLUDED IN THE
ANALYSIS FOR GROUP B. THEIR SCORES WERE, INSTEAD, RECORDED
UNDER THOSE STUDENTS WHO WERE NOT GIVEN HOMEWORK, GIVING MY

38. • STUDENT ATTENDANCE.
• IF A STUDENT WAS ABSENT DURING THE QUIZ DAY, MY SAMPLE
FOR THAT DAY DECREASED.
• STUDENTS WHO WERE ABSENT WERE NOT ABLE TO TURN IN
HOMEWORK
• PRODUCING LESS RELIABLE DATA.
• NOT FOLLOWING DIRECTION PROPERLY
• FOR THE FIRST HOMEWORK, SOME STUDENTS DID NOT
FOLLOW DIRECTIONS.
• SOME STUDENTS TURNED IN HOMEWORK WITH INFORMATION
FROM CHAPTER

39. • TIME OF STUDY CONDUCTED
• THIS STUDY WAS CONDUCTED AT THE BEGINNING OF THE
SCHOOL YEAR WHEN STUDENTS ARE STILL GETTING
FAMILIAR WITH THEIR CLASSES.
• CONSENT FORM
• A NUMBER OF STUDENTS DID NOT TURN IN THEIR CONSENT
FORM WITH PARENT SIGNATURE ON TIME
• CAUSING MY DATA TO SHRINK; SPECIFICALLY MY 3RD PERIOD
CLASS THAT ONLY HAD 9 OUT OF 30 STUDENT PARTICIPANTS

40. • STUDENT PERCEPTION
• 36 OUT OF 63 (OR 54%) STUDENTS WHO WERE ASSIGNED
HOMEWORK STATED THAT THEY DID NOT LIKE DOING
HOMEWORK.
• THIS MAY CONFIRM TABLE 5 SHOWING AN AVERAGE OF ONLY
40% SUBMISSION OF HOMEWORK THROUGHOUT THE DURATION
OF STUDY.
• HOWEVER, SURVEY QUESTION TWO SHOWED THAT 49 (OR
78%) STUDENTS STATED THEY ALWAYS DO HOMEWORK.
• STUDENTS MAY HAVE DONE THEIR HOMEWORK BUT MAY HAVE
NOT TURNED IT IN ON TIME FOR SOME REASON OR HAVE
TURNED IT IN INCOMPLETE.
• 43 (OR 68%) OF THE STUDENTS WHO WERE UNSURE ON HOW
TO DO THEIR HOMEWORK.
• ONE OF THE MOST CONTROVERSIAL QUESTIONS ABOUT
HOMEWORK IS THE AMOUNT GIVEN TO THE STUDENTS.
ACCORDING TO THE SURVEY, 53 (OR 84%) STUDENTS THINK
TEACHERS GIVE TOO MUCH HOMEWORK.
• I FELT THIS MAY HAVE BEEN PARTLY TRUE SINCE DURING THE
STUDY, I GAVE STUDENTS FIVE CONSECUTIVE HOMEWORK
ASSIGNMENTS WITHOUT RESPITE. IN FACT, I STARTED TO FEEL

41. • ON SURVEY QUESTION NUMBER NINE, THERE WERE 40 (OR
63%) STUDENTS WHO STATED THAT THEY SPENT A LOT OF
TIME DOING HOMEWORK.
• ON THE LINE PROVIDED, STUDENT’S PERCEPTION OF “A LOT” IS
BETWEEN 10 MINUTES TO 3 HOURS
• THERE WERE 55(OR 87%) STUDENTS WHO STATED THAT THEY
PUT A LOT OF EFFORT IN THEIR HOMEWORK. THIS MAY BE TRUE
FOR THE LOW LEVEL STUDENTS WHO TRY HARD IN COMPLETING
THEIR HOMEWORK BUT HAVE TROUBLE DUE TO
COMPREHENSION.
• ON SURVEY QUESTION 8, THERE WERE 42 (OR 67%) STUDENTS
WHO DECLARED THAT HOMEWORK HELPS THEM UNDERSTAND
THE LESSON BETTER AND 45 (OR 71%) STATED THAT
HOMEWORK HELPS THEM PASS THEIR TESTS AND QUIZZES.
• THIS CAN BE PROVEN ON TABLE 4 WHERE STUDENTS WHO
RECEIVED HOMEWORK SHOWED A SLIGHT INCREASE ON QUIZ

42. • HOMEWORK SHOULD BE TREATED AS REINFORCEMENT
ON LESSONS THAT WERE PREVIOUSLY PRESENTED IN
THE CLASS TO HELP MASTER INDIVIDUAL SKILLS. IT
SHOULD BE USED TO HELP STUDENTS APPLY PREVIOUS
LEARNED SKILLS TO DIFFERENT CONTEXTS.
• THE MAIN INSIGHT I GAINED FROM THIS RESEARCH
STUDY IS THAT HOMEWORK IS NOT A STRATEGY THAT
WORKS FOR ALL STUDENTS. HOMEWORK SHOULD BE
GIVEN IN MODERATION AND ALWAYS WITH CLEAR AND
SIMPLE DIRECTIONS; IF POSSIBLE, IT SHOULD ALWAYS
COME WITH EXAMPLES. HOMEWORK SHOULD BE GIVEN
WHEN STUDENTS HAVE A BETTER UNDERSTANDING OF
THE LESSON, THUS, MAKING HOMEWORK A FORM OF
HONING THEIR SKILLS AND NOT BURDENING THEIR MINDS
WITH “BUSYWORK.”

43. RECOMMENDATION
• IN THE FUTURE, I WOULD RECOMMEND CONDUCTING
THIS STUDY IN THE MIDDLE OF THE SCHOOL YEAR WHEN
STUDENTS ARE SETTLED IN AND FEEL MORE
COMFORTABLE IN THE CLASS AS WELL AS WITH
TEACHER’S INSTRUCTION.
• ALSO RECOMMEND LENGTHENING THE RESEARCH STUDY
OVER AN ENTIRE QUARTER (2 ½ MONTHS).
• I FOUND THAT GIVING HOMEWORK DAILY CAUSED MY
STUDENTS TO TIRE AND BE WEARY TO TURN IT IN. A
LONGER STUDY PERIOD WOULD L ALSO ALLOW ME TO
IDENTIFY MORE SIGNIFICANT PATTERNS AND TRENDS IN
STUDENT BEHAVIOR AND PERFORMANCES IN REGARDS TO
COMPLETING HOMEWORK AND ITS EFFECT ON THEIR
ACHIEVEMENT.
• A NEED FOR CONTINUED RESEARCH IS NECESSARY. WITH ALL

44. THANK YOU!

46. • COOPER POINTED OUT THAT THERE ARE LIMITATIONS TO
CURRENT RESEARCH ON HOMEWORK. FOR INSTANCE,
LITTLE RESEARCH HAS BEEN DONE TO ASSESS WHETHER
A STUDENT'S RACE, SOCIOECONOMIC STATUS OR ABILITY
LEVEL AFFECTS THE IMPORTANCE OF HOMEWORK IN HIS
OR HER ACHIEVEMENT.

47. • HOMEWORK 'BRIDGES THE GAP BETWEEN LEARNING AT
SCHOOL AND LEARNING AT HOME' AND SHOULD THEREFORE
BE CONSISTENT WITH AND CONNECTED TO THE LEARNING
EXPERIENCES BEING PROVIDED IN THE CLASSROOM. AS
WELL AS EMPHASIZING CURRICULUM RELEVANCE, SCHOOL
HOMEWORK POLICIES SHOULD ENSURE THAT HOMEWORK
• IS APPROPRIATE FOR EACH STUDENT'S AGE AND ABILITY
• TAKES INTO ACCOUNT STUDENTS' OTHER
COMMITMENTS, SUCH AS SPORT, PART-TIME EMPLOYMENT
AND HOME RESPONSIBILITIES
• TAKES INTO ACCOUNT TECHNOLOGY SUCH AS EMAIL AND
THE INTERNET SO THAT STUDENTS WITHOUT ACCESS ARE
NOT DISADVANTAGED.