Role Of Homework Research Articles

Prior proficiency level matters: The differential impact of erroneous examples in online homework related to decimal number line tasks

AbstractBackgroundThe present study delves into the debate surrounding the effectiveness of homework, focusing specifically on the use of online homework in teaching decimal numbers to 5th and 6th grade primary school students. It highlights the challenges students face in representing and identifying decimal numbers, a concept that is often difficult for 5th and 6th graders to grasp.ObjectivesThe aim to evaluate the effectiveness of online homework in enhancing understanding of decimal numbers and compare the impact of instructional methodologies based on correct and incorrect examples.MethodsThe research employs an experimental design, comparing the effects of online homework with correct and incorrect examples, assessing how these methodologies influence students' ability to understand and use decimal numbers, especially on a number line.ResultsThe results support the overall effectiveness of online homework in improving students' performance in decimal numbers, regardless of their initial level of understanding. Specifically, the study reveals that the type of examples used in homework plays a key role in the effectiveness of learning. Incorrect examples are more beneficial for students with higher prior knowledge, while correct examples are more appropriate for students with lower prior levels.ConclusionsThese outcomes highlight the potential value of online homework in primary education and underline the importance of tailoring educational activities to the individual needs of pupils. The study contributes to the broader conversation about the role of homework in education, suggesting practical ways to optimise online learning experiences for young learners.

REFLECTIONS, PERCEPTIONS AND PRACTICES IN FORMULATING AND EVALUATING HOMEWORK IN PRIMARY EDUCATION

Homework is a controversial topic that frequently attracts the attention of teachers and researchers, who are looking to identify ways to make it as attractive and enjoyable as possible, relevant, and formative as well. There are various points of views and data, empirically based, concerning the utility, scope, impact of homework on students’ development. The aim of the study was to identify the reflections, perceptions, and stated practices of primary school teachers regarding the assignment and assessment of homework. Thus, 10 primary education teachers completed reflection diaries on homework, between May 26 and June 25, 2021 (a period of the schooling year with consolidations, evaluations, and gradual relaxation towards ending/summer holiday). The teachers were asked to record each two days their reflections. The coding of the entries in the reflection diaries was done and analyzed with MAXQDA, and it covered aspects like the purpose and role of homework, methods for effective assignment of homework, parental involvement, appropriate completion time, volume, etc. The results, informative for teachers and educational experts as well, reveal teachers’ perceptions regarding the degree of involvement of children and parents, the appropriate dosage of effort and the appropriate time for solving homework, practices of assigning and evaluating students’ homework.

Homework

In commemoration of Dr. Aaron T. Beck’s enormous contributions to our field, I comment on the state of our knowledge regarding the role of homework in cognitive behavioral therapy. The available evidence suggests homework is a contributor to positive therapeutic outcomes in cognitive behavioral therapy. Although therapists play an important role in facilitating clients’ engagement with homework as they develop greater facility with CBT skills, little is known about the contributions of specific approaches to promoting homework engagement. I highlight some of these strategies and discuss the need for researchers to empirically evaluate them.

Should we Help our Children with Homework? A Meta-Analysis Using PISA Data.

The role of homework in students' academic performance is a widely debated topic about which there is no definitive answer. The objective of this study was to analyse the importance of parental help with homework in academic achievement, testing its cultural invariance (by country), academic invariance (by subject), and the stability of its effects over time. A meta-analysis was performed using the results of PISA evaluations from 2009, 2012, 2015, and 2018 from countries which applied the family PISA questionnaire. We analysed 180 effects and confirmed the fit of the model and the heterogeneity of the effects, performing an analysis of moderators and multimodal inference. Students who had more help with homework had lower academic achievement, with an overall effect (d) = 0.23, 95% CI [0.21, 0.25]. The effects were greater in Europe than in Asia. We did not find differences by subject type, and the results were stable over time. Family help with homework does not ensure students' academic success, and it is more important how that help is given than how much. This conclusion is valid for different types of subjects and is stable over time, with some variation between cultures.

Prednosti primene modela izokrenute učionice u nastavi prirode i društva

In this research we explored the effects of using the flipped classroom model on the quality of students' knowledge about the issues related to the living nature. The applied model implied that the position and role of homework and schoolwork were switched and the multimedia resources were used to a great extent. The research was conducted using a quasi-experiment with parallel groups. The sample of teaching content comprised the segments of the teaching content for the school subject Science and Social Studies, while the sample of participants included 61 students of the third grade of elementary school (30 students respectively in control and experimental groups). In the experimental group, the selected content was taught using the flipped classroom model, whereas the frontal form of classroom interaction was used in the control group, with a minimal use of modern technology that was limited to Power Point presentations. Unlike the results of the initial test, which showed the uniformity of the groups in terms of the quality of the tested knowledge (reproduction, understanding, and practical application), on the final test of knowledge, the students of the experimental group demonstrated a significantly better achievement. They were more successful in solving tasks that required memorization of facts, critical reflection, solving problem situations, and practical application of knowledge in situations from everyday life. The conclusion of the research is that the application of the flipped classroom model in teaching the content of the Science and Social Studies has a positive effect on increasing the quality of students' acquired knowledge.

The frequency and sources of homework in science and social studies in Croatia and Slovenia

Just as each school subject has its own specific goals, so the role of homework depends on the specific requirements and learning outcomes of the subject within which it is assigned. Homework in Science and Social Studies should be assigned in those parts of learning content that will require research-oriented and problem-solving activities, which will enable students to gain experience, develop creativity and apply knowledge and skills in everyday life. The study included primary school teachers in Croatia and Slovenia (N = 144). The observation was conducted in real-life situations during Science and Social Studies lessons. The results show that Croatian teachers assign statistically significantly more homework and use ready-made sources of homework assignments more than Slovenian teachers. Teachers of both countries have preferences towards workbooks as the most commonly used source of homework. The aim of the paper is to emphasize the need for reducing homework in the Croatian practice. It also sheds light on the role of the teacher in designing homework tasks that will not be automatically assigned, but will have a meaningful purpose and be oriented towards students’ needs and interests while developing their competencies.

Teachers’ perspectives on homework: manifestations of culturally situated common sense

ABSTRACT This paper presents an exploratory study of English and Swedish teachers’ perspectives on the role of homework in year-one children’s learning of number. In order to ensure cultural integrity, data were analysed independently by two colleagues in each context. Analyses yielded three broad but cross-culturally common themes reflecting culturally situated notions of common sense. These concerned the existence of homework, the purpose of homework and the role of parents in homework’s completion. While homework was unproblematic for all English teachers, half the Swedish cohort spoke against it, arguing that variation in home background would compromise principles of equity. All teachers who set homework, whether English or Swedish, spoke of homework as a means of supporting children at risk of falling behind their peers, a process by which children practice routine skills. English teachers’ homework-related justifications were located in a discourse of target setting that was invisible in the Swedish.

The Role of Physical Education Homework to Adolescent Girls’ Physical Activity in Finland

Introduction: There is an urgent need for active strategies to promote physical activity (PA) among female adolescents, as they are at greater risk of physical inactivity. In addition to Physical Education (PE) in school, to reach adequate levels of PA, young people need to participate in PA during the school day and/or after-school hours and/or in the before-school period. One week of objectively measured and self-reported information enlightens the status quo of adolescent girls’ PA and the role that PE homework plays. Purpose: The purpose of this study was to examine girls’ objectively measured PA in a lower secondary school as part of the Physical Education Homework Study, a project conducted in Finland. An additional aim was to provide insights into physical education (PE) homework as part of PA. Methods: Different levels of PA (i.e., light, moderate, vigorous), sedentary time, number of total steps and running steps were measured using accelerometers among girls in the 7th, 8th and 9th grades, aged between 12 and 15 years (n = 88) for a period of 1 week. In addition, self-reported structured diaries were used to gather information about after school activities, including PE homework. An analysis of variance (ANOVA) and Tamhane’s post-hoc test was used to compare the different grades on the basis of participants’ PA levels and sedentary time. Data from self-reported PE homework frequencies and time spent on PE homework were analysed using the independent-samples t-test. Results: The PE homework was a small aspect of the participants’ whole-day PA, averaging 34 minutes per week (7th grade girls 20 minutes, 8th grade girls 51 minutes, and 9th grade girls 32 minutes). Half of the girls from the 8th grade reached the 60-minute PA recommendation every day; 38% of all the girls met the recommended levels of PA. For the 7th grade girls, 35% met the recommendation, while 28% of the 9th grade girls reached the PA guidelines. The 7th grade girls recorded an average daily light PA time of 3 hours 28 minutes; this was 34 minutes more than the girls from 8th grade (p = 0.000) and 30 minutes more than the girls from the 9th grade (p = 0.000). Conclusion: The PE homework provided a variety of PA for the adolescent girls’ after-school hours, even if the role of homework was not time-consuming (20 - 51 minutes per week). A possible way of promoting active time among adolescents during after-school hours is to assign them PE homework, hence, active PE assignments could replace sedentary activities in adolescent girls’ lives.

The Role of Homework in Student Learning: A Review from a Psychological Perspective

The Role of Homework in Student Learning: A Review from a Psychological Perspective

O PAPEL DO DEVER DE CASA EM FAMILIAS DE CLASSES POPULARES

O objetivo deste estudo é discutir e analisar a relação família-escola num contexto de classes populares, por meio da reflexão sobre o papel do dever de casa. A pesquisa realizou-se numa escola pública de um bairro periférico da cidade de Campo Grande, em Mato Grosso do Sul. O estudo seguiu a metodologia do tipo estudo de caso, o material empírico da pesquisa originou-se de dados do questionário, documentos escolares e observações realizadas no contexto escolar, analisados a partir de perspectiva sociológica bourdieusiana. As condições objetivas e dinâmicas familiares (disponibilização do tempo e formas de capitais) refletiram na concepção do dever de casa para a família e para o aluno, como uma tomada de consciência do valor do capital cultural e de estratégias na constituição do habitus estudantil em alunos dos anos iniciais do ensino fundamental.

Psychological Support for Health Professionals: An Interpretative Phenomenological Analysis.

Background: The work of health care professionals (HCPs) exposes them to emotionally difficult situations, anxiety, suffering and death, so they are at risk of burnout.Objectives: To describe HCPs’ experiences of a psychological support intervention and its influence on the daily work of a sample caring for patients with neuromuscular and chronic respiratory illnesses.Methods: This exploratory, descriptive, qualitative study was carried out at the Respiratory Rehabilitation Unit of IRCCS Santa Maria Nascente, in Milan, Italy. Semi-structured interviews with a purposive sample of 10 HCPs were subjected to interpretative phenomenological analysis (IPA).Results: Five related themes emerged: psychological support; repeating the experience; relationships; the role of homework; competences. HCPs perceived that the intervention influenced their daily life, giving them a secure base and a new perspective on their professional role.Conclusion: Psychological support interventions may not be appropriate for all HCPs, but they may help some HCPs to handle the demands of a stressful work life. Further studies are needed to determine its efficacy in reducing stress and prevent burnout.

THE ROLE OF HOMEWORK IN THE ENGLISH VOCABULARY ACQUISITION

The research reflected in the article focuses on the analyses of scientific literature, investigates the foreign experience on theoretical aspects of foreign language acquisition and the role of homework in the learning process. The author clarifies the current situation of English vocabulary acquisition among secondary school students, traditionally assigning homework and gathers students’ views on this, compares and analyses the results gained. The aim of the research is to investigate the impact of homework on the secondary school students’ English vocabulary development process. Methods of research: theoretical - studying pedagogical, psychological and scientific sources; empirical – a survey, document analysis, and an experiment. The article deals with students’ opinions about homework and examines the data of homework assignment at Rezekne State Gymnasium No.1.

Role of Homework in Teaching Learning at Sixth Standard

Homework is defined as any work planned and approved by the teacher to be completed by student outside the regular classroom, usually due within a short period of time. The term homework refers to the school each assigned by the teacher, school or other educational institution. Homework if skillfully planned is appropriate to relate in a meaningful way to the process of teaching and learning of subject in the classroom. The purpose of homework is to integrate skills into the learner such as ability to draw, developed abstract thinking and constructing new knowledge. In the present study aimed to know the role of homework in teaching learning process at sixth standard level of private and government school of Rohini in Delhi. The purpose of the study was to know views of students of private and government school, teachers of private and government school and parents of private and government school. The researchers used Purposive sampling to collect data. The study being quantitative used survey method. To analysis the data Statistical techniques were employed in the form of percentages, (%) and computing the “t” test respectively. Results revealed that most of the students, teachers and parents have an opinion that Homework given by teachers are meaningful and interesting and helps children to perform well in examinations.

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.

Digital homework for kinematics and dynamics of machinery

A digital homework program applicable to the study of kinematics and dynamics of machinery has been developed and successfully incorporated into an ongoing kinematics and dynamics of machinery course providing students with regulated self-practice, formative feedback, and partial credit scoring. The use of digital homework in upper-level engineering courses is sparsely documented in the literature but can provide homework assignments that give immediate feedback for self-assessment of learning while significantly reducing the time required of the instructor for grading. This paper presents a procedure for creating a digital homework set generally applicable to engineering courses using a commercially available course management tool. The paper then documents a specific implementation into a junior-level kinematics and dynamics of machinery course. This implementation is assessed over four semesters based on its comparison with traditional homework as perceived by students. The responses indicate that students were acquainted with digital homework from pre-engineering courses and did not regard the digital format as a hindrance. However, students perceived no benefit to the immediate feedback and, therefore, preferred the traditional format of upper-level courses. This perception is attributed to students’ tendency to make use of the homework feedback much later after the assignment and primarily at the point of exam preparation. However, this seems to be counter to the role of homework as a formative feedback tool that students use in real time to gauge and regulate learning activities. The authors conclude that the presented digital homework is both efficient and appropriate as a teaching supplement to an upper-level kinematics and dynamics of machinery course in the light of the role of homework as a tool to regulate learning of course material. Examples of the implemented digital homework problems are provided to serve as a resource for other instructors.

Motivating Action and Maintaining Change: The Time-Varying Role of Homework Following a Brief Couples' Intervention.

Studies regarding the effectiveness of homework assignments in cognitive-behavioral treatments have demonstrated mixed results. This study investigated predictors of compliance with homework recommendations and the time-varying relationship of recommendation completion with treatment response in a brief couples' intervention (N=108). More satisfied couples and couples with more motivation to change completed more recommendations, whereas couples with children completed fewer. The association between recommendation completion and treatment response varied with the passage of time, with the strongest effect observed 6months after the intervention, but no discernible differences at 1year postintervention. Couples that completed more recommendations experienced more rapid treatment gains, but even those couples doing substantially fewer recommendations ultimately realized equivalent treatment effects, although they progressed more slowly. Implications are discussed.

Cognitive Behavioral and Psychodynamic Therapies: Points of Intersection and Divergence.

Cognitive behavioral therapy (CBT) and psychodynamic therapy (PDT) are two major paradigms in the mental health care field. The present article reviews broad similarities and differences between each tradition while acknowledging that such generalizations may overlook heterogeneity within each. However, it is believed that a comparison between CBT and PDT is beneficial in dispelling myths about each tradition, fostering dialogue, encouraging further scholarship and research. While not an exhaustive account, this article will examine how CBT and PDT differ in how they view several topics such as the unconscious, the therapeutic alliance, the role of homework, symptom reduction, and therapeutic heuristics. Commentary is also offered on how research may be more effectively and collaboratively integrated with clinical work from both traditions. Future directions for partnership and improving mental health treatments are also discussed.

Does homework design matter? The role of homework's purpose in student mathematics achievement

This study used a randomized pretest–posttest clustered design to examine the effect of 3 homework purposes (i.e., practice, preparation, and extension) on 6th graders' mathematics achievement and how this relationship was modulated by the amount of completed homework. A total of 27 mathematics teachers and their 638 students participated in this study. Once a week for six weeks, the teachers assigned tasks that had a specific type of homework purpose according to their treatment condition. At the end of the six weeks, the students completed a non-standardized mathematics achievement test. The results of multilevel modeling showed that after controlling for student characteristics and class-level variables, extension homework positively impacted students' mathematics achievement, while practice and preparation homework did not. These findings were not related to the amount of homework that was completed by the students. The findings highlighted the importance of the teacher's role in the first phase of the homework process (i.e., designing homework with a specific purpose) and provide important data for teachers and school administrators to reflect upon when conducting actual homework practices.

Dealing with Homework in English Language Teaching: A Case of Dadeldhura District

Homework is a good means of reactivation; it helps students to practice language items and consolidates learnt knowledge and skills at their home. It is an indispensible tool for students to step forward in the subject. But if we glance at homework dealing situation at school level education in Nepal, the role of homework is hardly talked about in the majority of the schools, especially at government aided school. Similarly, if we look at researches and papers that are talked about on homework dealing situation at school level education, we will rarely find. For this reason, I have strived to explore homework dealing situation of English langauge teaching at grade eight in Dadeldhura District through survey questions to the students and the teachers, such as when do students feel difficult to do homework, why do they do homework, how much time do they spend to do homework, who does help them to do homework at home, how do they like their homework to be corrected, how do the teachers correct homework, and the like. It also suggests some strategies for increasing homework completion rates and making homework meaningful for the students. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 50-60 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8092

Newcomer Immigrant Students’ Perspectives on What Affects Their Homework Experiences

ABSTRACT The author examined how characteristics related to individual, family, and school environments contribute to immigrant students’ homework completion. Participants were 192 newcomers in an urban high school designed to serve English language learners. Hierarchical multiple regression analyses were conducted with data compiled from a larger project on role of homework in immigrant adolescents’ academic lives. The author found that students’ homework completion is shaped by (a) gender, engagement in school, homework environment and learning styles; (b) parental homework support and family conflict; and (c) perceived school violence and school homework supports. The effect of perceived school violence on homework completion differed for boys and girls. Boys’ homework completion was more adversely affected by higher perceptions of violence at school than that of girls.