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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 · 1,636 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

  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

  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

  8. The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data

    Sophie Maxwell, Katherine J. Reynolds, Eunro Lee, et al. · 2017 · Frontiers in Psychology · 336 citations

    School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add “value” to students’ achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests (N = 760 staff and 2,257 students from 17 secondary schools). In addition, guided by the ‘social identity approach’, scho

  9. 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 · 283 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

  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).

  16. The Impact of ChatGPT on Students' Academic Achievement: A Meta-Analysis

    Zhiwei Liu, Haode Zuo, Yongjing Lu · 2025 · J. Comput. Assist. Learn. · 34 citations

    ChatGPT, a generative artificial intelligence (GenAI) chatbot, has gained significant traction as a tool for supporting students learning. Despite its growing popularity, there is still no academic consensus on its effectiveness in enhancing students' academic achievement.This study aims to explore the effect of ChatGPT on students' academic achievement through a meta‐analysis. It seeks to identify the overall effect size and examine variations based on moderators such as educational level, discipline, intervention duration, sample size, knowledge type, instructional model, role‐setting, learning approach, and generated content.A meta‐analysis was conducted on 37 studies (comprising 37 effec

  17. Parental homework involvement and students' mathematics achievement: a meta-analysis

    Qiaodan Jiang, Lian Shi, Donghui Zheng, et al. · 2023 · Frontiers in Psychology · 24 citations

    Introduction Given the importance of parent involvement to students' academic achievement, researchers have used a variety of methods to investigate the relationship between the two, but few focus on the relationship between parental homework involvement and students' achievement in a specific subject by using meta-analysis. This meta-analysis investigated the relationship between parent homework involvement and students' mathematics achievement from two dimensions: supportive (SPI) and intrusive parent homework involvement (IPI), along with their moderators. Methods Accessed through Web of Science, Taylor and Francis Online, EBSCO, Springer Link, Elsevier, and ProQuest databases, a total of

  18. Homework completion and academic achievement: A multilevel study in high school settings

    Süleyman Avcı, Mustafa Özgenel · 2024 · The Journal of Educational Research · 24 citations

    Abstract This study aimed to test three homework models defined in different cultures on Turkish high school students. HLM analyses were conducted on data collected from 1,229 high school students, considering 19 student-level and 7 grade-level variables. The dependent variables of the study were academic achievement and homework completion. The findings indicate that both variables exert a positive influence on one another. The influence of teacher and parental practices on academic achievement and homework completion in high school students is limited. Respect and support for student autonomy have been demonstrated to have a positive effect on academic achievement. Although motivation is a

  19. The Effects of Chemistry Virtual Laboratories in Academic Achievement of Secondary Level Learners: A Meta-Analysis

    Richelle R. Castro · 2025 · Integrated Science Education Journal · 23 citations

    Purpose of the study: Chemistry education is continuously improving to provide appropriate learning for the students. The dynamic shaping of technology in the education induces innovative strategies including the utilization of virtual laboratories. This study explores the topic of examining the effectiveness of virtual laboratories in improving learner’s academic achievement in secondary level chemistry. Methodology: To facilitate the meta-analysis, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used. Only 17 studies that met the inclusion criteria were included in the study. Using the Review Manager Version (RevMan) 5.4 software, the standardi

  20. The effect of peer bullying on academic achievement: A meta‐analysis study related to results of TIMSS and PIRLS

    Gulnar Ozyildirim, Engin Karadağ · 2024 · Psychology in the Schools · 17 citations

    Focusing on the variables that can affect both academic achievement and the well‐being of students has been crucial for their development, making schools effective and designing educational policy as well as curriculum. The study has aimed to investigate the effect of peer bullying on academic achievement and to determine moderators in the relationship between these two terms by using TIMSS (The Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) data through the meta‐analysis method. Based on seven international survey data sets from TIMSS (2003, 2007, 2011, and 2015) and PIRLS (2006, 2011, and 2016), the current research has f

  21. The Effect of Social–Emotional Learning Programs on Elementary and Middle School Students’ Academic Achievement: A Meta-Analytic Review

    Yuyang Zhao, Biao Sang · 2025 · Behavioral Sciences · 17 citations

    This meta-analysis summarized the effects of universal and targeted social and emotional learning (SEL) programs in 22 studies with 24,510 elementary and middle schoolers between 2011 and 2021. It is critical to note that the evidence base was dominated by elementary school research (20 studies), with findings for middle school students derived from only two studies. The current study focused on three main issues: (a) the effectiveness of SEL programs on students’ overall academic performance as well as in specific subjects; (b) possible moderators that could differentiate the overall effectiveness of SEL programs; and (c) possible moderators that presented different effects in different gra

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