The homework - achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort

Type Journal Article - Learning and Instruction
Title The homework - achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort
Author(s)
Volume 17
Issue 3
Publication (Day/Month/Year) 2007
Page numbers 372-388
URL http://tccl.rit.albany.edu/knilt/images/temp/a/a0/20140408111024!phpM7I5DE.pdf
Abstract
The popular claim that homework time is positively related to achievement and achievement gains was tested in three studies. Time on homework was compared and contrasted with other indicators of homework assignment (i.e., homework frequency) and students’ homework behavior (i.e., homework effort). The results of the three studies indicate that homework assignments are positively associated with achievement (class-level effect) and that doing homework is associated with achievement gains (studentlevel effect), but that the positive effects of homework assignments and completion are not captured by the ‘‘time on homework’’ measure.

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