Increasing Homework Motivation with Choice in a High School Mathematics Classroom

Date of Award

Spring 5-15-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Renee Harmon


Homework, Motivation, High School, Secondary, Mathematics


The purpose of this study was to increase motivation and academic success for students in terms of homework through the use of choice at St. Francis High School. There were two Algebra classes that totaled 42 students involved in the research and proceeded over two academic units during February and March of 2020. In the first unit, one class was the experimental group and the other, the control. In the following unit, roles reversed for each group. Each of these students were given the choice of 2 assignments each day of the unit, when in the experimental phase. Assessment scores, homework motivation, and task completion were analyzed through the use of surveys, observation logs, and pre- and post-assessments. In the experimental phase, both homework motivation levels and task completion rates increased immensely. Future research will include investigating academic success through the use of choice in assessment scores. Based on the research data, the use of choice was successful in increasing motivation to complete homework.

Abstract only: No full text available.