Complete Homework Research Articles

Homework compliance among substance using male offenders of IPV

PurposeResearch suggests that homework compliance within cognitive behavioral therapy is associated with treatment adherence and positive treatment outcomes through generalization of learned skills. The purpose of this paper is to determine whether there were differences in aggression and substance use between participants who did and did not complete therapy homework assignments.Design/methodology/approachSecondary analyses were conducted using data from Easton et al.’s (2017) randomized controlled trial of substance abuse domestic violence (SADV) treatment among substance dependent intimate partner violence (IPV) offenders. Analyses of covariance were conducted in order to determine whether homework completion had a significant effect on aggression and substance use. Correlational analyses were conducted to determine the association between quality of homework and outcomes.FindingsParticipants (n=63) who completed at least two homework assignments had fewer days of alcohol use during treatment compared to those who did not complete any assignments, p=0.03. There was not a difference in the number of days participants engaged in violence based on homework completion. Analyses indicated that those who displayed aggression proximal to alcohol use during treatment completed significantly fewer homework assignments compared to those who did not display aggression proximal to alcohol use (p=0.04).Research limitations/implicationsThis research was limited to a sample of male substance using offenders of IPV within the US additional research utilizing a larger sample size in order to investigate differences in homework completion across treatment groups is needed. Further analysis of the barriers to and predictors of homework compliance among this population is recommended.Originality/valueThis research highlights the need for incorporation of homework and further exploration of methods and treatment modalities to ensure homework compliance among substance using male offenders of IPV.

Impact of a remotely delivered, writing for publication program on publication outcomes of novice researchers.

Increased publication of clinician-led health research is important for improving patient care and health outcomes. The aim of this retrospective cohort study conducted in rural Australia was to determine the impact of a writing for publication (WFP) program delivered by teleconference on the publication rates and skill acquisition of novice researchers who have graduated from the New South Wales (NSW) Health Education and Training Institute Rural Research Capacity Building Program (RRCBP). Between 2012 and 2015, eight WFP 'bootcamp' programs were offered by the New South Wales Health Education and Training Institute to 112 RRCBP graduates, resulting in 50 participants completing at least one bootcamp. Participants completed a once-weekly WFP group teleconference for six consecutive weeks, and were expected to complete homework activities between sessions and participate in two follow-up teleconferences within 3 months of program conclusion. The primary outcome measure was manuscript publication resulting from participation in bootcamp, with secondary measures being changes in skills, knowledge and confidence in WFP, publication rate and cost per publication. Twenty-one participants (42%) published their bootcamp paper or a related paper that directly resulted from bootcamp WFP skills. Five other participants submitted their bootcamp manuscript for publication, but had not yet had it accepted for publication. The overall publication rate of RRCBP graduates who completed bootcamp was 0.80 compared to 0.23 who did not complete bootcamp. On a 1 to 5 scale, mean scores increased for writing (knowledge, experience, confidence) from 2.0 to 3.5 (p<0.01) and for publishing from 1.1 to 3.4 (p<0.01). The estimated cost incurred by the RRCBP to deliver the program was $230 per publication. WFP workshops delivered by teleconference support rural clinician researchers to improve their skills in writing and publishing. A remotely conducted WFP program was effective in increasing publication rates among novice researchers who had conducted a clinically based research project. This shows that novice researchers respond to similar intervention features as experienced researchers do when engaging with WFP, and that WFP outcomes can be increased substantially with modest investment of funding and resources by the host organisation.

Impact of Tourette Syndrome on School Measures in a Nationally Representative Sample.

ABSTRACT:Objective:Children with Tourette syndrome (TS) are at risk for a variety of co-occurring conditions and learning and school problems. The purpose of this study was to determine the impact of TS and co-occurring conditions on school measures.Methods:Parent-reported data from the 2007–2008 and 2011–2012 National Survey of Children's Health were combined (n = 129,353 children aged 6–17 yrs). Parent report of health care provider diagnosis of TS; co-occurring mental, emotional, and behavioral conditions; learning and language conditions; and school measures were assessed. School measures included type of school, individual education plan (IEP), number of school days missed, school problems, doing well in school, doing homework, and repeating a grade. Children with TS were compared with those who never had TS on school measures accounting for co-occurring conditions.Results:After adjusting for demographics, compared with children without TS, children currently with TS were more likely to have an IEP, have a parent contacted about school problems, and not complete homework. After further adjusting for co-occurring conditions, only IEP status remained statistically significant. Compared with children with mild TS, children with moderate or severe TS were more likely to have an IEP, repeat a grade, encounter school problems, and not care about doing well in school.Conclusion:Tourette syndrome severity and co-occurring conditions are associated with school challenges and educational service needs. Awareness among health care providers, teachers and parents of the potential challenges related to both TS and co-occurring conditions would help to best support the child's education.

The Application of Flipped Classroom in Colleges and Universities Piano Collective Classes

The teaching concept of “flipped classroom” has gained wide attention in the field of education in recent years. At present, the researches in music class focus on music theory, and there is few in piano collective teaching. Nowadays, most of the music courses teaching (except piano, vocal music) is the same as other subjects. The traditional teaching mode of “teachers teach knowledge in class and students complete homework after class” has been used. The biggest problem of this traditional music education model is that students have poor learning initiative, the teaching process is rigid and teaching effect is poor. The flipped classroom encourages students to study by themselves before class and complete the task list according to the teacher’s guidance. In addition, there are many students in the major courses of professional theory, and it is too difficult for teachers to make corresponding teaching arrangements for each student’s situation. For which, teachers can only take care of the students of moderate degree in the class that constitute the majority of the class. For those students who learn fast and slow, it is often difficult to take care of them. As a result, the teaching effect is not satisfactory. With the wide application of electronic technology in colleges or universities classrooms, the teaching mode of “flipped classroom” is gradually cultivated. It has received extensive attention from education field both at home and abroad. This article analyzes the present situation of piano collective teaching in colleges and universities, the science and superiority of flipped classroom, and problems and obstacles that could possibly occur, then puts forward some measures to use the “flipped classroom” method.

A study of the validity and reliability of the online homework emotion regulation scale

Online education grows at a level far beyond that of overall higher education; millions of students are taking online courses. Online assignments often elicit unpleasant emotional responses (e.g., frustration). However, the issue of regulating students’ emotion to complete online homework has been notably missing from much online learning literature. The aim of our investigation is to validate the Online Homework Emotion Regulation Scale (OHERS), based on data from 612 undergraduates. The sample was randomly split into two groups, where each group was used for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), respectively. Both EFA and CFA findings indicated that the OHERS consisted of two subscales: Emotion Management and Cognitive Reappraisal. In addition, the OHERS and its subscales showed very good to excellent reliability. Regarding the validity evidence of the OHERS, emotion management and cognitive reappraisal were positively associated with online homework purposes, behaviors, learning strategies, and e-learning satisfaction, consistent with theoretical expectations.

Race and Gender Differences in Teacher Perceptions of Student Homework Performance: a Preliminary Examination

Although most students regularly complete homework, the extent to which race and gender influence teacher perceptions of homework performance has been largely unstudied. However, individual characteristics, such as race and gender, have been shown to meaningfully influence many aspects of students’ educational experiences and outcomes, and it is plausible that race and gender differences may exist in teacher perceptions of homework performance. This study used analysis of variance (ANOVA) to examine student gender and race differences in teacher ratings of three dimensions of homework performance (student competence, parent support, and homework completion). Findings indicated that teachers rated girls and White students as having greater homework competence (ability to complete homework assignments) than boys and racial minority (Black and Latino) students. No significant race or gender differences in teacher ratings of parent support for homework or in rates of homework completion were found. The examination of race and gender differences in homework performance has the potential to contribute to our understanding of race and gender gaps in academic achievement. As such, replication and further study of these differences are warranted.

The Effect of Time Management on Academic Performance among Students of Jazan University

Background: Many students could not manage their times efficiently before being students in college since they did not have any challenges or difficulties in high school. However, the case changed completely when they are attending college. Being a student in college means that the responsibility is bigger and the courses are more difficult than what they were in high school. Aim: The research aimed to determine the relationship between the time management skills and academic performance of students, to assess time management and practice among students, to determine patterns of time management among Jazan University students. In addition to determine whether student participation in extra-curricular activities and social media correlates to his or her cumulative grade point average (CGPA). Method: The study design is a cross-sectional study of the effect of time management on academic performance. Conducted it in Jazan University for medical and non-medical students. Results: The study conducted on 491 participants of female (53.80%) and male (46.20%) students. The Applied Medical Science students (24.20%) stated that they just consumed their time to complete homework, while Faculty of Science students (9.40%) reported that they rarely have time to do. We find that 44.2% of male and 65% of female never participate in student club, while 43.50% of male and 15.60% of female always do sports and 12.90% of male and 4.20% of female always planning for these activities. Conclusion: Students who had opportunities to practice time management skills revield better academic performance in addition to the differences in the time management level between students according to faculty, gender and curriculum.

Adolescent Healthcare Brokering: Prevalence, Experience, Impact, and Opportunities.

Limited health literacy disproportionately affects those with limited English proficiency (LEP). Parents with LEP might rely on their adolescent children to interpret health information. We call this adolescent healthcare brokering. This study uncovers the prevalence of brokering, kinds of tasks, emotional and academic impact, and desired support. We invited 165 students from health classes (in a community in which 29.8% are foreign-born and 53.4% speak another language at home) to complete a survey. We used IBM SPSS to calculate descriptive statistics. Of the 159 who received parental consent and assented, 54.1% (N = 86) assist with healthcare tasks. When brokering, 80.2% (N = 69) translate. Most common tasks were talking to a doctor, reading prescriptions, and searching on the Internet. Participants were most confident reading prescriptions and talking to a doctor and least confident finding healthcare services. Among brokers, 29.1% (N = 24) missed school; 33.7% did not complete homework. They most wanted to learn about filling out insurance forms and talking to doctors. Despite assurances that children are not permitted to interpret, adolescents are acting as healthcare brokers. The impact can be academic and emotional. Findings indicate a need for further research and support for adolescents who want to learn about healthcare tasks.

What Keeps Chinese Students Motivated in Doing Math Homework? An Empirical Investigation

Background As many students face the enduring challenge of maintaining their motivation to complete homework assignments, there is a critical need to pay close attention to homework motivation management (i.e., students’ efforts to sustain or enhance their motivation in order to complete homework assignments that might be boring or difficult). Yet, in spite of research showing that homework motivation has a powerful influence on homework performance and academic achievement, there have been few attempts to systematically investigate models of factors that influence homework motivation management. Purpose The current investigation examines empirical models of motivation management for Chinese students in the context of math homework, with models informed by key motivation theories, including self-regulation of motivation, expectancy-value, and volitional control. Research Design The study reported here used cross sectional survey data. Participants The participants were 1,799 high school students from 46 classes in China. Results Results from multilevel analyses indicated that, at the class level, motivation management was positively associated with homework interest, but was negatively associated with teacher feedback. At the student level, motivation management was positively related to managing emotion, managing time, students’ interest in homework, cognitive reappraisal, expectancy belief, and time on sports. Meanwhile, motivation management was negatively associated with value belief and time on TV. Conclusion The current investigation found that some results were in line with key motivation theories and related findings with U.S. students (e.g., managing time, and homework interest at the student level). In addition, it suggests that other results may be influenced by cultural and societal differences (e.g., gender, value belief, and teacher feedback). Consequently, it would be informative to pursue this line of research in cross-cultural settings. With respect to promoting student motivation in the homework process, it would be beneficial to pay more close attention to the role of homework interest, expectancy belief, and student initiatives (e.g., managing time, managing emotion, and cognitive reappraisal).

Teaching Students to Formulate Questions

As STEM educators, we know it is beneficial to train students to think critically and mathematically during their early mathematical lives. To this end, the author teaches the College Algebra/Precalculus course in a flipped classroom version of an inquiry-based learning style. However, the techniques described in this paper can be applied to a variety of freshman and sophomore mathematics courses (and above). In particular, in this model the students read the textbook before class and formulate questions, submitted prior to class via a learning management system, about the material to be covered in class the next day. During class they solve problems about that topic, and solutions are presented and discussed before the end of the period. After class, students complete standard homework about the topic, and are encouraged to bring any unresolved homework, worksheet, or reading questions for the next class period. This paper will discuss this method of engaging students, focusing on how student questions evolve during the semester, and student feedback.

Measuring the Effect of Blended Learning: Evidence from a Selective Liberal Arts College

We compare introductory microeconomics courses that employ a blended learning approach to more traditional control courses at a selective liberal arts college. The blended learning courses required students to complete online homework and watch video lectures before problem-based class sessions, while the control courses used paper homework and primarily traditional lecturing. We use the Test of Understanding in College Economics to measure improvement and use the Student Opinion Survey to control for students' self-reported effort and amount of importance placed on the test. We find that students in the blended courses improve more than those in traditional courses.

PRODUKTIVITAS DAN EKONOMI KELUARGA TENAGA KERJA PEREMPUAN PADA UKM KONVEKSI DI KABUPATEN KUDUS (STUDI KASUS DI KECAMATAN KOTA KABUPATEN KUDUS)

Female labors shows contribution in economic activity, for example in SMEs case: convection, provides many opportunities for the female workers, because they can use their the skills in it. On the other hand in the household, the husband as the head of the household income is insufficient for the needs of the family . Women's participation in economic activity is expected, to contribute to the family economy, to achieve that it is required a fairly high level of productivity, but in fact, the result is not maximum. The purpose of research is to discover economic conditions of the female labor and women labor productivity, identify factors driving and inhibiting female labor productivity, contribution of the female labor economics family. The purpose of research is to discover economic conditions of the female labor and women labor productivity, identify factors driving and inhibiting female labor productivity, contribution of the female labor economics family.In this paper cross sectional is used as the research method, descriptive analytic sample of 100 women workers in four SMEs convection located in Kudus City District is selected using “purposive” and “accidental” methods, then the data is analyzed “descriptively” with frequency tables,then the results are presented as narrative. Results and analysis In this paper cross sectional is used as the research method, descriptive analytic sample of 100 women workers in four SMEs convection located in Kudus City District is selected using “purposive” and “accidental” methods, then the data is analyzed “descriptively” with frequency tables, then the results are presented as narrative. Results and analysis The working income based on the target, but the female labor do not feel it as a heavy burden. The product results are consistent to the quality threshold, none were ever a damaged product, the female labor complete the work appropriate with the deadline. Supporting productivity factor: skill , experience, responsibility, discipline(rarely late, rarely absent), efficiently using their break time: taking a break while completing the unfinished work . Inhibiting productivity factor: often too late, frequently absent to complete homework as a housewife, SME does not have strict rules. The income is dynamic, no fix income, i.e.: daily, based batches, sometimes really low. Although most of them feel sufficient with the salary, but there are labors who feels their salary is not enough for daily rules. Therefore, they work harder to solve this problem, or they try to reduce their expenditure.

Barriers to access and participation in community mental health treatment for anxious children

BackgroundAnxiety disorders are the most common psychiatric disorders among children in the United States; yet many children do not receive treatment due to barriers to treatment access and participation. This study examined common barriers to treatment access and participation among anxious children who participated in computer-assisted cognitive behavioral therapy. Differences in barriers reported by treatment completers/non-completers were examined, as was the association with sociodemographic characteristics, anxiety severity, and impairment. The impact of barriers on treatment response was assessed, as well as the relationship with treatment expectancy and satisfaction. MethodBarriers to access and participation, demographics, anxiety severity/impairment, treatment credibility and satisfaction were assessed among parents and children with anxiety (N=100; ages 7–13) who were enrolled in a community-based randomized clinical trial. ResultsThe most common access barrier was parents not knowing where or from whom to seek services (66%). Differences among completers and non-completers were related to stigma, confidentiality, and costs. The most common parent-reported barrier to participating was stress (32.4%) and child-reported barrier to participation was not having enough time to complete homework (22.1%). Of the sociodemographic, clinical and treatment characteristics, minority status, satisfaction, and treatment response were associated with barriers to treatment participation, although these associations varied by barriers related to treatment and external factors. LimitationsCross sectional design and lack of well-established psychometric properties for barriers measures were limitations. ConclusionFindings suggest that accessible, time-efficient, cost-effective service delivery methods that minimize stigma and maximize engagement when delivering evidence-based treatment for pediatric anxiety are needed.

‘Bring Your Own Device’: Considering potential risks to student health

Background and context: Schools in Australia and internationally are increasingly adopting a Bring Your Own Device (BYOD) approach to teaching and learning. The review: While discussion of a BYOD approach has taken place, there is a dearth of consideration of the potential impact of BYOD policy on student health. Implementation of a BYOD policy may have implications for increased sedentary behaviour, as well as spinal and postural health. Increased use of devices at home to complete homework may also have implications for sleep duration, which in turn may impact upon a range of physical and cognitive issues. BYOD implementation may also increase student vulnerability to cyberbullying. These and other health issues are discussed. Recommendations: Schools may find it helpful to adopt a risk analysis approach informed by social cognitive theory, with an emphasis on the provision of knowledge and the fostering of self-efficacy in order to safeguard against potential health risks. As this issue has significance for researchers in both health promotion and education, an interdisciplinary approach should be taken.

Asthma and school functioning in children: Still more work to do

Approximately 9% of children in the United States have asthma, and in many urban cities and school districts, rates range from 25% to 50%, according to the federal Centers for Disease Control and Prevention. When asthma is poorly controlled, symptoms can negatively affect school performance and cause disruptions for the entire classroom. Additionally, poorly managed asthma can increase emotional, social, and/or behavioral problems, which also can impact academic progress. The presence of daytime and nighttime asthma symptoms can result in disruptions in the continuity of sleep, poor attention in the classroom, failure to complete homework, and limitations to participation in social and physical activities. On average, children with asthma are absent from school two weeks across the academic year. For many children with poor asthma control, chronic absenteeism is often identified as a critical barrier to satisfactory school performance.

Effects of Radical Raceway on Homework Completion and Accuracy in a Ninth-grade Social Studies Inclusion Class

Homework is a commonly used and occasionally controversial teaching practice in our public schools (Center for Public Education, 2007). Meta-analyses indicate that homework has positive effects on student learning that are moderated by age, subject area, and student characteristics (Hattie in Visible learning, Routledge, New York, 2009). Unfortunately, many students do not complete homework or do so with less accuracy. The present study examined the effects of Radical Raceway, a multi-component intervention package on the homework completion and accuracy of a ninth-grade social studies inclusion class. Radical Raceway produced immediate and consistent improvements in all students’ performance, including 10 adolescents with Individualized Education Plans. Intervention effects were replicated across subsequent experimental phases, teachers reported that it was effective and easy to implement, and students rated intervention goals, procedures, and outcomes favorably. Implications for future research and practice are discussed.

Student Performance and Success Factors in Learning Business Statistics in Online vs. On-Ground Classes Using a Web-Based Assessment Platform

This study aimed to quantify the influence of student attributes, coursework resources, and online assessments on student learning in business statistics. Surveys were administered to students at the completion of both online and on-ground classes, covering student perception and utilization of internal and external academic resources, as well as intrinsic motivating factors for success in the course. Student performance as defined by quality points, various assignment points, and time spent on assignments, was not significantly different between on-ground and online students. However, use of resources and tools to complete homework and learn new topics differed. As a whole, students predominantly utilized homework as the first tool to learn new topics and complete homework, suggesting a paradigm shift in the way instructors should cater to student's learning habits.

Laboratory Measure of Cheating Predicts Misbehavior at School

We conducted an experiment with middle and high school students to test the external validity of a common laboratory measure of cheating. Subjects performed several coin tosses and earned money depending on the outcomes they reported. Because the coin tosses were not monitored, subjects faced a financial incentive to misreport their outcomes without having to worry about getting caught. We linked the responses from the lab experiment with three measures of school misconduct (i.e., disruptiveness in class, failure to complete homework, and absenteeism). The findings show that cheating in the lab significantly predicts misbehavior in school, suggesting that the experimental measure of cheating generalizes qualitatively to naturally occurring environments.

Experiences With Discrimination and Depression

Racial discrimination has been negatively linked to mental health in African Americans, but less is known about how it may affect parents’ academic efficacy. This study examined the direct and indirect relationships between racial discrimination, depressive symptomatology, and academic efficacy in African American mothers. Seventy-six African American mothers were surveyed just before their children began first grade and again during the spring of first grade. Mothers reported on their experiences with racial discrimination, depressive symptomatology, and academic efficacy. Academic efficacy was operationalized in three different ways: the mother’s efficacy to help with homework, efficacy to help the child succeed in school, and her belief in her child’s efficacy to complete homework. Hierarchical regressions were conducted to investigate these relationships. Findings show that maternal depressive symptomatology mediates the relationship between racial discrimination and parental academic efficacy. The implications for assessing discrimination and depression as it relates to academic efficacy are discussed.

Mixed-Methods Study of Online and Written Organic Chemistry Homework

Connect for organic chemistry is an online learning tool that gives students the opportunity to learn about all aspects of organic chemistry through the ease of the digital world. This research project consisted of two fundamental questions. The first was to discover whether there was a difference in undergraduate organic chemistry content knowledge between students at a public institution who complete homework assignments online and those who complete homework assignments on paper. The second was to determine what kind of effect online homework had on student learning. Courses were designated at random to perform either online homework or traditional homework. At the end of the semester, students were asked to fill out a survey regarding their thoughts on the homework method used for their course. Students’ exam grades were then analyzed. Students who utilized the Connect homework program did significantly better than those who completed traditional homework (p < 0.006, n = 112). The ACS average exam per...