Do Homework Assignments Enhance Achievement? A Multilevel Analysis in 7th-Grade Mathematics
Do Homework Assignments Enhance Achievement? A Multilevel Analysis in 7th-Grade Mathematics
复制标题
DOI：
10.1006/ceps.2001.1084
复制
发表时间：
2002
影响因子：
10.3
通讯作者：
U. Trautwein;O. Köller;B. Schmitz;J. Baumert
中科院分区：
文献类型：
--
作者：
U. Trautwein;O. Köller;B. Schmitz;J. Baumert
在讨论西方工业化国家教育赤字的可能补救措施时，作业问题经常引起相当大的关注，尽管作业与成就之间的关系仍然缺乏强有力的实证支持。本研究以1976名德国七年级125个班级的学生为被试，采用重复测量的方法，分析了家庭作业在提高数学成绩中的作用。智力，社会经济地位，动机和类型的中学控制。家庭作业的频率对数学成绩的提高有积极的影响，而冗长的家庭作业对成绩的提高有消极的影响，尽管不显著。然而，作业长度的影响与个人成绩水平显着交互作用，这表明广泛的家庭作业往往会减少组内成绩的差异。对家庭作业完成情况的监测对成绩的提高没有多大帮助。作业研究的方法论意义进行了讨论。
Abstract In discussions of possible remedies for educational deficits in Western industrialized countries, the issue of homework frequently attracts considerable attention, although there is still a lack of strong empirical support for the homework–achievement relation. In the present study, repeated-measurement data collected from 1976 German 7th-graders in 125 classes were analyzed to investigate the role of homework in enhancing mathematics achievement. Intelligence, SES, motivation, and type of secondary school were controlled. The frequency of homework assignments had a positive effect on math achievement gains, whereas lengthy homework assignments had a negative, albeit nonsignificant, effect on achievement gains. However, the effect of homework length interacted significantly with individual achievement level, suggesting that extensive homework assignments tended to reduce intraclass achievement variability. Monitoring of homework completion did not contribute significantly to achievement gains. Methodological implications for homework research are discussed.