Value Of Homework Research Articles

Student perceptions of teacher feedback quality in homework: Individual and class‐level factors

AbstractThis study aimed to examine multilevel models posited to predict student perceptions of teacher feedback quality. A cross‐sectional survey design was used, involving 1072 middle school students. We incorporated two clusters of variables: (a) student characteristics (gender, prior knowledge, parent education, homework expectancy, homework value, homework cost, and help seeking) and (b) the characteristics of the classroom context (perceived homework quality, autonomy support, and teacher monitoring). Perceived feedback quality was positively related to perceived autonomy support and homework quality at the individual and class levels. Meanwhile, perceived feedback quality was positively related to homework expectancy, homework value, and help seeking at the individual level.

Influencing Factors for the Quality of Homework Assignments

This research article endeavors to explore teachers' perspectives on effective homework practices and the standards for assigning high-quality homework tasks. Using a qualitative research approach within interpretive paradigms, the study conducted interviews with experienced school teachers through convenience sampling. The investigation delves into strategies for customizing homework to meet students' needs, the role of parental engagement, and the importance of balancing the quantity and quality of homework assignments. Although homework serves as a vital tool in reinforcing learning and enhancing academic skills beyond classroom hours, various challenges hinder its completion, including comprehension gaps and issues with time management and parental involvement. The study seeks to uncover educators' insights into the types of homework anticipated by students and the factors shaping effective homework practices. The findings emphasize the need to balance parental involvement to promote children's independence and responsibility, avoiding excessive assistance that may undermine the intrinsic value of homework. Moreover, the study advocates for prioritizing homework quality over quantity to mitigate negative impacts on student well-being, emphasizing meaningful learning experiences and considering diverse preferences when designing assignments.

Homework Expectancy Value Cost Scale for Middle School Students: A Validation Study

We investigated the psychometric properties of the Homework Expectancy Value Cost Scale (HEVCS), using 1,072 Chinese students in Grades 7–8. Results from confirmatory factor analyses (CFA) indicated that the HEVCS included three factors: Homework Expectancy, Homework Value, and Homework Cost. Additionally, no latent mean differences were found across gender and grade level. Furthermore, the HEVCS had adequate to very good reliability estimates. Finally, congruent with theoretical predictions, Homework Expectancy and Homework Value were related positively to homework effort, completion, and mathematics achievement, and negatively to homework procrastination. Homework Cost was related negatively to homework effort, completion, and mathematics achievement, and positively to homework procrastination. Our investigation provides compelling evidence that the HEVCS is a valid scale for assessing homework motivational beliefs.

An examination of learners’ homework engagement, academic achievement, and perceptions

ABSTRACT Completing homework is a highly common task shared by nearly all primary- and secondary-level learners throughout their compulsory education globally. This mixed-methods study examined whether the estimated amount of homework completed (HW) in primary and secondary education is related to learners’ academic achievement (AA), and what learners’ perceptions of the value of homework are. 434 tertiary-level students completed a survey and 24 of them also attended follow-up individual interviews. The findings revealed no statistically significant relationships between HW and AA. Although HW was associated with school banding, we found no relationship between HW and AA when grouping the participants by banding and gender. Two themes emerged from the interviews, namely the presence/absence of the perceived value of homework and positive/negative emotions associated with homework. The findings pose some challenges to beliefs (or ‘conventional wisdom’) such as homework having an unquestionably positive impact on learning, and the more homework the better.

An Evaluation of the Mediating Function of Homework

Homework is a common way used by teachers to evaluate their students' learning consequences. However, there is little evaluation of the homework's mediating functions in education. The practical functions of homework in increasing students' learning performance are hardly mentioned. It shows that the value of homework is commonly accepted by educators even though the process of doing homework is time-consuming. However, the practical efficiency of homework for students' learning performance is worthy to be discussed further. This article will focus on the practical function and consequences of homework in increasing students' learning performance. The major methodology used by this article is to explore many academic articles and conclude major thoughts of them as the source of evaluating the mediating function of homework. As a result, homework plays an important role in reaching teachers' goals and enhancing students' academic performance. However, if homework cannot be used efficiently, it will lose its functions. Therefore, it is necessary to research what kinds of factors influence the effectiveness of homework and help teachers to reach their goal of enhancing students' academic performance. The results of this project contribute to supplementing the practical roles of homework in light of the previous knowledge. This will increase the confidentiality and practical roles of homework in reaching teachers' goal of increasing students' learning performance.

Do I really have to do my homework? The role of homework compliance in cognitive behavioral therapy for irritable bowel syndrome

Treatment guidelines identify cognitive behavioral therapy (CBT) as a treatment of choice for irritable bowel syndrome (IBS). As a learning-based treatment, homework assignments are regarded as important for optimizing outcomes for CBT-treated patients. However, their actual benefit for IBS is unknown. This study examined whether homework completion corresponds with immediate and sustained treatment response in IBS patients enrolled in CBT treatment. Subjects were 358 IBS patients receiving clinic-based CBT (10 session), home-based CBT (4 session), or a 4 session, non-specific IBS education comparator as part of a large NIH trial. Homework completion was rated by clinician at each session. IBS symptom improvement was measured with the Clinician Global Improvement Scale at treatment week 5, post-treatment (week 12), and at follow-ups (weeks 22, 34, 46, 62). Homework completion rates over the 10-week acute phase corresponded with greater IBS symptom improvement and patient satisfaction at post-treatment. Early treatment homework completion did not predict early treatment response. Contrary to expectations, homework compliance rates were not greater among in-clinic session patients than home-based patients. Data lend empirical support to the clinical value of homework in teaching patients how to self-manage painful GI symptoms refractory to conventional medical and dietary therapies.

Emotional well-being and social reinforcement as predictors of motivation and academic expectations

Nowadays there is a tendency to highlight the significant contribution of students' socio-emotional perceptions about academic motivation and expectations in Higher Education. This study aims to analyze the relationships among emotional well-being, desire for social reinforcement, intrinsic motivation, the perceived value of the task, and academic expectations. To do this, 455 university students from the Spanish educational system filled out an online questionnaire. The application of a Structural Equation Model (SEM) underscores the fact that emotional well-being and the desire for social reinforcement have a positive effect on intrinsic motivation for learning. In turn, this motivation has been a significant predictor of the perceived value of homework and academic expectations. In addition, various mediating effects are observed to influence high academic expectations. These results highlight the need for emotional care and social reinforcement in initial university training programs.

Investigating Factors that Influence Math Homework Expectancy: A Multilevel Approach

The present study investigated several clusters of variables influencing students’ math homework expectancy based on 3018 students in grade 8 in China. Results revealed that math homework expectancy was positively associated with homework quality at both the individual and class level. At the individual level, math homework expectancy was positively associated with prior math knowledge, parent education, homework interest, homework favorability, parent autonomy support, mastery-approach, and homework value. Meanwhile, math homework expectancy was negatively associated with homework time, parent help quantity, and performance-approach. Finally, compared with females, males tended to have higher math homework expectancy.

SCHOOLCHILD’S HOMEWORK – NECESSITY VERSUS SUPERFLUOUSNESS

The schoolchild’s homework makes an integral part of the didactic-rearing process. It is only in connection with home assignment that a lesson forms a full unit of the teaching process. The view on the role and value of homework has undergone numerous changes throughout the history of school education. At the moment, the question of home assignments is widely discussed by both parents and teachers. Some schools resign from setting them, while others defend them as an important educational tool. The aim of the article is to expose elements which confirm the necessity of retaining homework as binding in the process of teaching, as well as to point to factors that negate the need for its maintenance.

Learning by doing: enhancing hydrology lectures with individual fieldwork projects

ABSTRACTHydrology teaching deals with processes happening outside the classroom, which calls for active-learning methods to complement lectures. In a geography undergraduate course, new teaching methods and assessment were designed, in which students investigated a river of their choice by completing homework tasks and presenting their results on a poster. During a 3-year implementation process, the changes were evaluated using a combination of formal and informal student and lecturer feedback. Students mentioned that they enjoyed doing the project and that it helped their understanding of theory, their research skills, and their ability to select, organize and present information. Questionnaire results showed that, over the implementation period, students’ perceived value of homework increased strongly, while their perceived value of lectures remained high. In informal feedback, students noted that they enjoyed learning about where they live, preferred doing the projects individually and seeing each other’s projects, and spent more time on the coursework when assessed. When looking back in interviews, students commented that the projects had prepared them well for their dissertation and summer job. The advantage of using homework-based projects complementing lectures is the strong link between theory and practice, which could be further enhanced by discussing the homework in the lectures.

The Value of Homework: Exposure to Odors in the Home Cage Enhances Odor-Discrimination Learning in Mice.

Perceptual learning is an enhancement in discriminability of similar stimuli following experience with those stimuli. Here, we examined the efficacy of adding additional active training following a standard training session, compared with additional stimulus exposure in the absence of associated task performance. Mice were trained daily in an odor-discrimination task, and then, several hours later each day, received 1 of 3 different manipulations: 1) a second active-training session, 2) non-task-related odor exposure in the home cage, or 3) no second session. For home-cage exposure, odorants were presented in small tubes that mice could sniff and investigate for a similar period of time as in the active discrimination task each day. The results demonstrate that daily home-cage exposure was equivalent to active odor training in supporting improved odor discrimination. Daily home-cage exposure to odorants that did not match those used in the active task did not improve learning, yielding outcomes similar to those obtained with no second session. Piriform cortical local field potential recordings revealed that both sampling in the active learning task and investigation in the home cage evoked similar beta band oscillatory activity. Together the results suggest that odor-discrimination learning can be significantly enhanced by addition of odor exposure outside of the active training task, potentially because of the robust activity evoked in the olfactory system by both exposure paradigms. They further suggest that odorant exposure alone could enhance or maintain odor-discrimination abilities in conditions associated with olfactory impairment, such as aging or dementia.

Homework in the Foundation Phase: Perceptions of principals of eight public primary schools in Johannesburg

This article reports on a qualitative study done in Johannesburg, South Africa, which investigated attitudes of primary school principals of eight public primary schools towards the use of homework in teaching and learning in the Foundation Phase (which comprises the first three grade levels of primary schooling). Using a semi-structured interview, the study focused on the principals’ perceptions of homework in general, whether homework policies existed in their schools, and the extent to which parents were involved in their children’s homework. To obtain a representative set of findings, purposive sampling was used to recruit two participating principals from schools in each of the following geographical and socio-economic settings: inner city, peri-urban, suburban and township. The findings indicated that although the purpose and value of homework remains debatable, the participating principals viewed homework as a valuable tool in teaching and learning. The principals expressed the belief that parents from low-income environments regarded homework as important, as did their higher-income counterparts, but poorer parents were less involved in their children’s homework. The study concludes with recommendations for education policy-makers, as well as primary school administrators and parents, regarding the use of homework in primary schools. Keywords : effective homework; homework; homework debates; homework policy; parental involvement; socio-economic environment

교사의 특성과 피드백이 초등학생의 정의적, 인지적 성취에 미치는 영향1)

The purpose of this study is to investigate the relationship between the feedback effect on student’s affective and cognitive achievement and the feedback practices of teacher in elementary classroom based on multi-level SEM analyses using GEPS 1st Data. In the first level (student), we examined whether the student’s perceived feedback affects affective and cognitive achievement such as self-efficacy, student engagement, attitude towards homework and academic achievement. In the second level (teacher), we divided the feedback into two types (verification and elaboration) and investigated teacher characteristics on feedback practices. Also we analyzed mediation effect of student’s perceived feedback in the influence of teacher’s feedback practices to academic achievement. The main results of this study are as follows. First, value of homework and satisfaction teacher feel at the school influenced on verification feedback positively. Teacher autonomy had negative effect on verification feedback. Elaboration feedback was affected positively by teacher efficacy and value of homework. Second, teacher’s feedback practices is related to perceived feedback of students. However, academic achievement dose not appear to be directly affected by teacher’s feedback. Third, student’s perceived feedback had the direct effect on self-efficacy, student engagement and attitude towards homework and the indirect effect on academic achievement through those affective achievement. Finally, implications of the study and recommendations for future research were discussed.

The Role of Homework and Skill Acquisition in the Outcome of Group Cognitive Therapy for Depression – Republished Article

Despite the crucial role typically accorded to between-session self-help assignments in cognitive therapy of depression, the actual impact of homework assignment on therapy outcome has received little empirical attention. The present study evaluated the effect of homework by assigning 63 carefully diagnosed unipolar depressives to one of two otherwise identical 10-week cognitive therapy conditions, only one of which utilized weekly homework assignments. As predicted, assignment to the homework condition predicted more substantial improvement in symptomatic features of depression as rated by an independent clinician at therapy termination, although this effect was not maintained at six month follow-up. However, a post-therapy assessment of skill acquisition in completing the core cognitive restructuring technique did predict self-rated maintenance of treatment gains six months later, irrespective of the treatment condition to which the subject had been assigned. Taken together, these findings reinforce the value of homework in improving treatment response during the active treatment phase of cognitive therapy for depression, and the importance of skill acquisition in promoting maintenance of treatment gams once therapy has ended.

Effects of homework motivation and worry anxiety on homework achievement in mathematics and English

Direct and mediating effects of homework worry anxiety on homework effort and homework achievement and the differences in the structural relations among homework motivation constructs and homework achievement across mathematics and English homework were examined in 268 tenth graders in China. Homework motivation included task value, homework self-efficacy, homework worry anxiety, and motivation application. Homework accomplishments were rated by mathematics and English teachers. Homework value had positive effects on homework effort and worry anxiety in both subjects. Homework self-efficacy had positive and negative effects on homework effort and worry, respectively. Homework worry mediated the relation of homework value to effort and to achievement; the relation was more prominent in mathematics than in English homework. The mediating effects of worry anxiety in the relation of self-efficacy to homework effort and to achievement were significant only in mathematics. The domain specificity and direct and mediating effects were discussed in the cultural and educational context.

Synergistic Effects of Expectancy and Value on Homework Engagement: The Case for a Within-Person Perspective

Historically, expectancy–value models of motivation assumed a synergistic relation between expectancy and value: motivation is high only when both expectancy and value are high. Motivational processes were studied from a within-person perspective, with expectancies and values being assessed or experimentally manipulated across multiple domains and the focus being placed on intraindividual differences. In contrast, contemporary expectancy–value models in educational psychology concentrate almost exclusively on linear effects of expectancy and value on motivational outcomes, with a focus on between-person differences. Recent advances in latent variable methodology allow both issues to be addressed in observational studies. Using the expectancy–value model of homework motivation as a theoretical framework, this study estimated multilevel structural equation models with latent interactions in a sample of 511 secondary school students and found synergistic effects between domain-specific homework expectancy and homework value in predicting homework engagement in 6 subjects. This approach not only brings the “×” back into expectancy–value theory but also reestablishes the within-person perspective as the appropriate level of analysis for latent expectancy–value models.

The Goldilocks Dilemma: Homework Policy Creating a Culture Where Simply Good Is Just Not Good Enough

Throughout the decades of educational reform cycles, the value of homework has proven either meaningful or meaningless depending on the reforming framework. Questions about homework as simply busy work or knowledge work, mere content distraction or content extension, ambivalence toward importance, or discipline of character all cloud any conclusions about homework, good or bad. Our research is a case study of one rural, high school that has created a No Excuses Homework expectation that is embedded in the school's culture. Focus groups of faculty and students, interviews with both the principal and assistant principal, combined with quantitative data reveal a cultural shift within the organization. Three themes emerge as contributors to a cultural transformation around homework expectations: initial and ongoing professional development exploring the creation of meaningful homework assignments and consistent quality expectations, continuous support for students and parents in meaningful homework standards, and informed stakeholders regarding quality standards and consequences when standards are not met. The results of this study reveal that high expectations for homework quality can have an impact on student academic performance and motivation for meeting quality standards. Much of the criticism directed toward homework policies is the disjointed, low expectations that marginalize its impact on learning and the value in assessing student progress. Integrating homework as a valued cultural experience may offer a possible answer to some of its common criticism.

Therapist and patient perspectives on cognitive-behavioral therapy for older adults with hoarding disorder: A collective case study

Utilizing a qualitative approach, the current study explored therapist and patient perspectives on a specialized cognitive-behavioral therapy (CBT) protocol for clinically significant hoarding in older adult patients. Data were derived from the following sources: (1) therapist observation; (2) CBT consultant observation; (3) clinical treatment notes; (4) participant feedback, including a focus group; and (5) participant in-session notes and completed homework assignments. Our findings showed that the value of homework, treatment session compliance, and deficits in executive functioning (prospective memory, planning, problem solving, and cognitive flexibility) were common themes among participants as viewed by the therapist. Patients reported that exposure exercises and the therapeutic relationship were the most helpful aspects of their treatment, while cognitive strategies had limited success. Our results suggest that treatment for hoarding in older adults may be improved by focusing on exposure therapy elements, remediating executive function deficits, providing simplified homework assignments, and decreasing the emphasis or modifying cognitive restructuring techniques.

Current views on the therapeutic value of homework in counselling and psychotherapy

Strong, T., & Massfeller, H.F. (2010). Negotiating post-consultation ‘homework’ tasks between counselors and clients. International Journal for the Advancement of Counselling, 32, 14–30. While the ...

Homework self-regulation: Grade, gender, and achievement-level differences

The study examined differences in students' reported homework value, motivation, and metacognitive strategy use during homework completion among two grades, gender, and three achievement levels. Differences among six homework self-regulation constructs (utility value, intrinsic value, effort, persistence, planning, and self-checking) were also examined. Participants were 330 seventh and 407 eleventh graders from a metropolitan city in China. Chinese students' reported self-regulated learning during homework declined from middle to high school. Whereas students rated utility value and effort high, intrinsic value and self-checking were rated low. Male and female students did not differ in homework self-regulation. Achievement-level differences in homework self-regulation were found in seventh graders, but not in eleventh graders. The pattern of Chinese students' reported homework value, motivation, and metacognitive strategy use were discussed, and instructional implications were offered.