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Research papers on Homework and achievement

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  1. Research on Cooperative Learning and Achievement: What We Know, What We Need to Know

    Robert E. Slavin · 1996 · Contemporary Educational Psychology · 1,646 citations

    Research on cooperative learning is one of the greatest success stories in the history of educational research.While there was some research on this topic from the early days of this century, the amount and quality of that research greatly accelerated in the early 1970s and continues unabated today, a quarter-century later.Hundreds of studies have compared cooperative learning to various control methods on a broad range of measures, but by far the most frequent objective of this research is to determine the effects of cooperative learning on student achievement.Studies of the achievement effects of cooperative learning have taken place in every major subject, at all grade levels, and in all

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  3. Student engagement and achievement in American secondary schools

    <vcard>BEGIN:vCard\VERSION:3.0\FN:B. Bradford Brown\ORG:University of Wisconsin-Madison\ADR;TYPE=WORK,POSTAL,PARCEL:;;1000 Bascom Mall;Suite 377;Madison;WI;53706;US\END:vCard</vcard>, <vcard>BEGIN:vCard\VERSION:3.0\FN:Adam Gamoran\ORG:University of Wisconsin-Madison\ADR;TYPE=WORK,POSTAL,PARCEL:;;1025 W. Johnson St.;;Madison;WI;53706;US\END:vCard</vcard>, <vcard>BEGIN:vCard\VERSION:3.0\FN:Susie D. Lamborn\ORG:University of Wisconsin-Madison\ADR;TYPE=WORK,POSTAL,PARCEL:;;1000 Bascom Mall;Suite 377;Madison;WI;53706;US\END:vCard</vcard>, et al. · 1993 · Choice Reviews Online · 1,119 citations

    Findings from five main projects in the National Center on Effective Secondary Schools, which operated from December 1, 1985 to February 28, 1991, are presented. Projects investigated different aspects of engagement and achievement problems through literature reviews, analyses of existing data sets, and new studies of students and staff in 32 middle and 62 high schools throughout the United States. Material from the projects is integrated into the following chapters: (1) "The Significance and Sources of Student Engagement" (F. M. Newmann, G. G. Wehlage, and S. D. Lamborn); (2) "Taking Students Seriously" (A. Gamoran and M. Nystrand); (3) "Higher-Order Thinking and Prospects for Classroom Tho

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  5. Teachers developing assessment for learning: impact on student achievement

    Dylan Wiliam, Clare Lee, Christine Harrison, et al. · 2004 · Assessment in Education Principles Policy and Practice · 661 citations

    While it is generally acknowledged that increased use of formative assessment (or assessment for learning) leads to higher quality learning, it is often claimed that the pressure in schools to improve the results achieved by students in externally‐set tests and examinations precludes its use. This paper reports on the achievement of secondary school students who worked in classrooms where teachers made time to develop formative assessment strategies. A total of 24 teachers (2 science and 2 mathematics teachers, in each of six schools in two LEAs) were supported over a six‐month period in exploring and planning their approach to formative assessment, and then, beginning in September 1999, the

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  8. Parental involvement in homework: Relations with parent and student achievement‐related motivational beliefs and achievement

    Eleftheria Ν. Gonida, Kai S. Cortina · 2014 · British Journal of Educational Psychology · 285 citations

    BACKGROUND: Parental involvement in homework is a home-based type of involvement in children's education. Research and theory suggest that it is beneficial for learning and achievement under certain conditions and for particular groups of individuals. AIMS: The study examined whether different types of parents' involvement in homework (autonomy support, control, interference, cognitive engagement) (1) are predicted by their mastery and performance goals for their child and their beliefs of the child's academic efficacy, and (2) predict student achievement goal orientations, efficacy beliefs, and achievement. Grade-level differences were also investigated. SAMPLE: The sample consisted of 282

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  9. Self-regulation and academic achievement in elementary school children

    Megan M. McClelland, Claire E. Cameron · 2011 · New Directions for Child and Adolescent Development · 277 citations

    Self-regulation is a key construct in children's healthy and adaptive development. In this chapter, the authors situate self-regulation in a theoretical context that describes its underlying components that are most important for early school success: flexible attention, working memory, and inhibitory control. The authors review evidence that supports substantive links between these aspects of self-regulation and academic achievement in young children. They also discuss methodological challenges in reliably and validly assessing these skills (involving measures that are biased, are not applicable across broad age ranges, or triangulated) and describe some recent advances in measures of self-

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  10. The Effects of Homework on Learning: A Quantitative Synthesis

    Rosanne A. Paschal, Thomas Weinstein, Herbert J. Walberg · 1984 · The Journal of Educational Research · 273 citations

    This paper synthesizes empirical studies of homework and of various homework strategies on the academic achievement and attitude of elementary and secondary students. A computer search yielded 15 published and unpublished studies with explicit statistical results. Fifty-four characteristics of treatments, contexts, conditions, validity, and outcomes were coded for each study. About 85% of the effect sizes favored the homework groups. The mean effect size is .36 (probability less than .0001). Homework that was graded or contained teachers' comments produced stronger effects (.80).

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  18. The Role of Parenting Styles in Schoolchildren’s Homework Motivation, Homework Behavior, and Academic Achievement

    Tamara O. Gordeeva, Darina M. Nechaeva, Oleg A. Sychev · 2025 · Psychology in Russia: State of the Art · 2 citations

    Background. Previous research highlights the importance of parental support, and in particular parental autonomy support, in homework motivation. However, the joint impact of parental autonomy support and parental control on homework motivation, cheating, persistence, and GPA has not been studied, despite the importance of homework motivation and homework behavior for students’ academic achievement. Objective. To investigate how students’ parental control and parental autonomy support are related to homework motivation and homework behaviors (e.g., cheating and persistence), and academic achievement in Russian high school students. Design. The participants were high school students, N = 526

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  21. Effect of Absenteeism and Homework on Academic Achievement of Statistic Lesson

    Hasan Önder · 2025 · Black Sea Journal of Public and Social Science

    The aim of this study was to determine the effect of absenteeism and homework on academic achievement of statistic lesson given to Agricultural Faculty students. The data of this study was consist of 2407 individual records. To analyze the data Kruskal-Wallis H test and Mann-Whitney U test were used for the posterior test. To obtain the odds-ratio Generalized Estimating Equations were used. After three missing lesson success probability decreased to 85.1% and each missing lesson on that value decreased the probability of achievement 15.2%. Making only one homework increased the achievement 2.5 times. The second homework had 2.44 times effect on achievement according to one homework. The thir

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  23. Influence of Parents’ Supervision of Homework and its Influence on Academic Achievement of Pupils in Public Primary Schools

    Zadock Obuchere Murundu, Habwenje Henry Murundu · 2020 · IAR Journal of Humanities and Social Science

    Parents’ supervision of their children’s homework plays a crucial role in the implementation of a curriculum and academic achievement of pupils in public primary schools. Despite the impotence that may accrue from parental involvement in academic affairs of their children, more than 55% of parents in many countries of the world don’t care about what their children’s learning after school leading to poor performance of pupils in Primary schools. The purpose of the study was to assess the influence of parents’ supervision of homework on academic achievement of pupils in public primary schools. It was based on sequential explanatory research design. It consisted of 300 teachers, 1,210 parents,

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  24. Small Effect Size Korelasi antara Grit dan Academic Achievement

    Christine Maryonita Prahendadmoko · 2024 · Jurnal Sublimapsi

    Abstrak : Analisis ini bertujuan untuk mereview hubungan antara grit dan prestasi akademik. Tinjauan meta analisis yang dilakukan, melalui 15 studi jurnal yang diterbitkan di jurnal internasional dengan total jumlah 6.166 responden. Dari proses analisis yang dilakukan, diperoleh hasil uji statistik yang menunjukkan bahwa effect size correlation yang dimiliki adalah small effect size yaitu sebagai berikut, effect size = 0,175 (95% CI = 0,108 sampai 0,243) dengan tingkat kepercayaan (confidence interval) = 95%, inconsistency (I2) yaitu 82,24% dan egger regression sebesar P=0,585. Perhitungan menggunakan moderator kategori jenis kelamin dan level kelas, menunjukkan bahwa tidak terdapat bias

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