Journal:

We’ve conducted our second observation in the same class and in the same teacher.
Before introducing another topic, the teacher let her students checked their assignment
and teacher was shocked upon knowing the results. 70% of the students got low scores
because of that the teacher discussed again the concept that was introduced in their
last meeting.
We’ve then asked some random students about the effectiveness of giving homework in
their learning. On the 5 students we interviewed, 1 of them said that indeed homework
help her to enhance her learning in the said topic. However, 4 of the students said that
it’s not really helpful at all. These are their answers:
“Wala may tabang ang paghatag og assignment uy. Mura japun mangape ra pag-abot
sa skwelahan”
“Daghan na gali buhatunon sa balay, tagaan pa jud tag assignment. Dili naman na
maatupag sa balay uy, labi nag working student ka. Dili jud na effective.”
“Dili siya effective kay mangape ra japun pag-abot sa skwelahan. Maski ingana,
makapasar man japun me”
“Ambot lang kay para sa ako sagabal ra man na. Maypa maghatag sila og test para naa
pa me makat-unan.”
We then asked the teacher about it and she said that giving homework can help
students enhance their learning if they are the ones who will answer it. However, now a
day’s student’s mindset wants to have immediate answers even if they will just copy it in
their other classmates. They tend to forget the real essence of answering and giving
them homework.
Title: Mathematics Achievement: The Role of Homework and Self-Efficacy Beliefs

Author:
Anastasia Kitsantas
Jehanzeb Cheema
Herbert W. Ware
George Mason University

Research Problem:
Mathematics Self-Efficacy, Homework, and
Achievement Across Race and Gender

Methodology:
Data Source
The data come from the 2003 Program for International Student Assessment (PISA)
student and school questionnaires (National Center for Educational Statistics [NCES],
2003). The PISA assessed reading literacy, mathematics literacy, and science literacy
skills of 15-year-olds in the U.S. This survey was administered by the NCES. Of the
three subjects, reading, mathematics, and science, only one subject is surveyed in
depth on a rotational basis each year while the other two are given relatively less
attention. In 2003, the primary subject was mathematics (Organization for Economic
Cooperation and Development [OECD], 2005). The target population for this study was
the entire 15-year-old high school student population of the United States. The sample
comprised of 5,456 students from 274 participating schools chosen through multi-stage
stratified random sampling (OECD, 2005).
Result:
Descriptive and Correlational Findings
Summary statistics for mathematics achievement and its predictors are presented in
Table 1. Descriptive statistics showed that on average students spent about a fifth of
their homework time on mathematics homework (M= 0.20, SD= 0.17). In terms of
relative time spent on mathematics homework, 5.3% reported spending no time, 69.0%
reported spending more than 0% but less than or equal to 20%, 17.1% reported
spending more than 20% but less than or equal to 40%, 2.3% reported spending more
than 40% but less than or equal to 60%, 5.1% reported spending more than 60% but
less than or equal to 80%, and 1.2% reported spending more than 80% of their total
homework time on mathematics. In terms of total hours spent on mathematics
homework per week (M= 3.69, SD= 2.31), 5.3% of the students reported not spending
any time on mathematics homework, 80.7% reported spending more than 0 but less
than or equal to 5 hours, 13.3% reported spending more than 5 but less than or equal to
10 hours, and 0.7% reported spending more than 10 hours.

Recommendations:
It is important to provide the site with as many of the homework resources as possible,
particularly for Black and Hispanic students. This may include creating a library within
the classroom from which the student might check out a calculator, necessary books,
dictionaries, or drawing instruments. Within the school, the cost of acquiring these
resources might come from the library, textbook, or equipment funds allocated in the
school budget. Alternatively, partnerships with local businesses could be potential
sources of funding for these items, either within the school or for sites outside the
school. Public recognition of such partnerships and contributions could serve as an
inducement for participation. The teacher can become the source of the simplest of the
items that the student requires, either from his or her own resources, from those of the
school, or from contributions sought from school patrons. Creating a quiet study
environment and providing a computer with Internet access for homework help would be
desirable enhancements to the study site.

Synthesis: This study sought to determine the role of homework support resources,
self-efficacy, and proportion of time spent on mathematics homework in improving the
mathematics achievement of 15-year-olds as measured in PISA 2003. A secondary
interest was in how homework resources may be useful in closing the achievement gap
between minority and White students. Our study is different in the sense that it will
measure if excessive homework in math would really be effective for the students. If it
would not be effective then we will taking the interventions.

Title: The Predictive Power of Homework Assignments on Student Achievement in

Mathematics

Author:
Raquel Pelletier and Anthony H. Normore
Florida International University, USA

Research Problem: relationship between homework performance (percent of

homework completed and percent of homework correct), student characteristics
(Stanford Achievement Test score, gender, ethnicity, and socio-economic status),
perceptions, and challenges and academic achievement

Methodology: The main analysis was based on a multiple regression of average test
scores and FCAT NRT scores on the predictor variables: (a) homework performance,
(b) student characteristics, (c) perceptions and, (d) challenges. Archived data were
obtained from a district maintained database, including gender, ethnicity, SAT-9 score,
socio economic status, parent, student, and teacher questionnaires; classroom test/quiz
scores; and standardized test results based on the statewide test (FCAT). The sample
was taken from an elementary school with 928 students representing a diversity of
ethnic backgrounds and socioeconomic levels. One hundred forty three third grade
students in five different homerooms taught by seven different mathematics 86 teachers
were studied. The data for this study were collected using non-experimental methods.

Result:

This study suggests a positive relation between the portion of homework completed and
student achievement and supports the research by Cooper et al (1998), which focused
on five sets of questions regarding homework and student achievement. Cooper et al.
made a differentiation between the amount of assigned homework and the amount that
was actually completed. In contrast to previous studies that did not make this
differentiation, the amount of homework completed was related to student achievement.
Recommendations:
Future research should utilize a larger set of criteria to determine the effectiveness of
homework on achievement. Researchers should not only look at performance on
evaluations, whether teacher developed or standardized, but also at other outcomes
that can be viewed as successes. Some of these other outcomes are improved
motivation, better study habits, and improved critical thinking skills. Homework is a
universal practice in many areas of education. It is a variable of manipulability. Teachers
and administrators control whether to assign homework, what homework to assign, and
how much to assign. Its design and purpose should be clearly understood. The
research on homework has been limited, specifically at the elementary level, thus future
studies should examine a larger population across different grade levels to assist in the
determination of amount, design, and purpose of homework assignments.

Synthesis:

This research shows that teachers must set standards on the homework of the
students. They must set criteria in order to grade the students well. Our research will be
different because we are going to find ways in making the homework more effective.

Title: The dilemma of giving mathematics homework from the perspective of pre-service
elementary teachers
Author:
Torio, Von Anthony
Institute of Teaching and Learning, Philippine Normal University, Philippines
(torio.vag@pnu.edu.ph)
Cabrillas-Torio, Myla Zenaida
Institute of Teaching and Learning, Philippine Normal University, Philippines
(cabrillas.mzc@pnu.edu.ph)

Research Problem: What are the positive and negative effects of homework in
mathematics?

Methodology: The researchers used the descriptive method of research. Specifically,

case studies were conducted to focus
on pre-service teachers’ perspective towards homework. Questionnaires were
administered and interviews were
conducted with identified subjects of the study.
Result:
Majority of the subjects who favored giving homework in Mathematics for elementary
students have mathematics as their least liked subject. Most of the subjects under study
preferred Science and languages over other subjects. Pre-service teachers who
considers Mathematics as their least liked subject prefers to give homework for
students. Here, they may have felt the need for students to spend more time in studying
mathematics outside of the allotted time in the classroom and the time spent by
students in school. Pre-service teachers who usually choose elementary education are
expected to have the competence to teach all subjects in the elementary level. The
least preference at the onset towards Mathematics of the pre-service teachers and their
greater favor towards mathematics homework may not be a good combination. Their
preference affects their judgment of assigning homework.

Recommendation:
The pile of homework in several subjects becomes another
concern for students who stays up late in the evening. Sleep deprived students also
tend to lose focus in class and
are less likely to perform at their full potential. Giving of homework must therefore be a
school consensus. The recognized benefits strengthen the need for homework specially
for developing skills in solving Mathematics problems. The recognized harm that the
activity can do to students should be addressed by developing systems of giving
homework in school, considering many factors such as socioeconomic status and other
student needs such as reference materials to comply with homework requisites.
Homework still is an inevitable part of the
academic life of a student. The challenge for academicians is to reinvent homework to
address problems and focus on strengths that homework can bring to students.

Synthesis:
This research shows how the students find mathematics as their weakness. We will
change their point of view by making interventions during our action research.

Title: The Effects of Homework Assessment on Student Motivation and Achievement

Author: Gertrude I. Booth

Research Problem: What are the Effects of Homework Assessment on Student

Motivation and Achievement?
Methodology: The researcher used this action research project to create change and
insight into classroom practices. No generalization beyond the spectrum of the
researcher’s own school is expected. To accomplish the task the researcher will employ
a convenience sample of two sections of Advanced Placement (AP) Calculus in the
school year 2008-2009. Triangulation was designed into the methodology via three
complimentary procedures: 1) a qualitative procedure involving the researcher keeping
an ongoing journal; 2) a qualitative procedure consisting of interviews and surveys; and
3) quantitative procedures comparing student achievement and homework completion
between the two treatments of assessing students on assigned homework. The final
grade in Precalculus (the entry requirement for AP Calculus) will be used as a covariate
to account for beginning achievement differences
Result:
Both the homework and overall grades means for fourth period AP Calculus (assessed
by collecting and grading each homework assignment) were higher. The statistical
analysis of the homework grades mean (Third: 71.9%; Fourth: 82.9%) and the overall
grades mean (Third: 79.1%; Fourth: 82.6%) did not reveal a significant difference
between the two classes because of the interaction of their previous achievement
(Precalculus grade). This statistical interaction of the Precalculus grade on the
homework and overall grade suggested that the students’ previous academic
achievement is more important than how the teacher assesses homework, but it does
not indicate that the grading of homework does or does not increase achievement.
Quantitative analysis revealed that the grading of homework did increase homework
completion and overall achievement.

Recommendation:
The researcher’s highest priority is student learning. All planning, rules, activities, and
actions are directed at student learning. Homework assignments should be intentional
and are meant to promote student learning, especially in an AP Calculus course. The
final goal in AP Calculus is, of course, learning, but for most students and their parents,
their sites are set on passing the AP Calculus examination in early May. To pass this
rigorous test, students must be disciplined and focused on the content and applications
of calculus. To learn and truly 35 understand any branch of mathematics takes study
and practice. This is especially true when students move to higher levels of
mathematics. Many analogies have been made from playing sports or musical
instruments, to that of learning mathematics: practice is the path to expertise and
proficiency. Learning mathematics is a skill and an art. From the researcher’
observations and journal entries it became evident that students who practiced
(completed homework assignments) were better prepared for assessments and
performed better overall with reference to their final grade for the term. As a teacher in a
typical high school classroom, the researcher has decided that calling homework
assignments by a different title might alleviate the negative connotation that is
associated with the word “homework”. Thus, the researcher has decided to change the
title to the “Homework” section on the Course Overview and Classroom Expectations to
“Practice Assignments”.

Synthesis:

This research shows how academic performance will be affected by the homework of
the students. Homework is a big factor that has a tremendous effect on the performance
of the students. Our action research will also study about the factors that hinders that
students in doing math homework.

Statement of the Problem (3 sub problems)

a. How to develop student’s sense of mastery and efficacy in Math homework?

b. How to improve academic performance of the students with the help of math
homework?
c. What are the negative effects of excessive homework in mathematics toward
student’s performance and how are we going to eliminate them?

Significance of the study:

This study will be beneficial to the parents, teacher and also the students. Through the
stud, the parent and teacher can determine the root cause of the problem. We can
suggest significant information that will help the teacher and parent in finding solution to
slowly eliminate the laziness and weaknesses of the students toward doing their
homework in math. We will be having the intervention that will make the homework in
math more effective and it will help the students improve their academic performance.