Abstract
The purpose of this study is to understand confounding information regarding homework and schoolachievement. Recent research has sought to identify specific factors impacting student success as itrelates to homework including parental involvement, parental education, gender, socio-economicstatus, computer and internet use, extra-curricular activities, and other factors. Unfortunately, the resultsof these studies have lacked consensus. The review of the literature shows attempts have been madeto isolate co-variates along with important factors such as gender, parental involvement, and studentcharacteristics, but the results have been unclear. This study utilized a qualitative design withinterviews, observations, and collection of artifacts to attempt to isolate and understand possiblefactors influencing homework among seventh grade, high achieving science students and address thegaps in the literature. Interviews with teachers, parents, and students were designed to learn from thesevarying perspectives possible relationships or similarities that may lead to a better understanding ofthe relationship between parental involvement, gender, homework, and school achievement.
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