Title

Measuring the Efficacy of Math Homework: How Effective Is It?

Date of Award

Fall 12-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Renee Harmon

Abstract

The purpose of this study was to examine the effect that homework has on student academic achievement. Because homework is one of the most popular instructional strategies and has been a common controversial topic in schools, it is why this study focused on the effect homework has on academic achievement. The participants were the current twenty-five third grade students in my 2019-2020 class. These students completed homework assignments that were given twice weekly for eight weeks. Upon completion, students obtained a parent signature if help was given on the assignment. This showed that students were unable to grasp total understanding of the lesson for that day. When the unit assessment created by the Everyday Math curriculum was given after the four-week unit, scores demonstrated understanding based on completion of homework assignments, or showed the latter, that homework completion did not improve academic scores on unit assessments. With the obtained information, homework assignments were then created to be a more personal choice-based option for students. Allowing them to show their understanding of the lesson content in their own ways, rather than premade assignments from the curriculum. The end results of this study gave insight to whether or not sending curriculum designed homework with elementary-aged students was beneficial to increasing academic achievement, or if homework was indeed helping students in their academic journey.

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