Homework Interventions and Academic Performance: Possible Effects on Assessment Performance Due to Homework Interventions

Date of Award

Spring 5-17-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Dr. Renee Harmon


solution-focused brief counseling, homework completion, self-efficacy



The purpose of this paper was to look at a possible connection between homework completion rates and performance on assessments. The literature review looked at the benefits of homework, a possible connection between homework, and interventions that were used to attempt an improvement in homework completion. The research study was based on the discovery of a method of student-teacher meeting that is called solution-focused brief counseling, or SFBC. The research took place over the first five weeks of quarter four at a high school in western North Dakota. The data and observational notes imply a positive change in student grades and in-class behavior after implementing SFBC. However, the research had limited participants and was over a fairly short time period. A larger experimental group with a longer time period of implementation would be necessary to be able to make a more definitive statement on the use of SFBC in a secondary setting. Educators would be most successful implementing this process as soon as students start to display habits that are hurting their homework completion rate. The individual meetings will help steer the conversation and help students understand their responsibility in completing homework and their education overall.

Keywords: solution-focused brief counseling, homework completion

Abstract only: No full text available.