The Role of Homework in Canadian Grade 8 Students' Achievement in Mathematics

• In Event: 77.015 - Canadian Educational Researchers' Association

Abstract

Mathematics plays an indispensable role in the advancement of science, technology, and engineering. However, the declining mathematics achievement of students (as evident from national and international studies) is a concern for teachers, parents, and educators. The purpose of this study was to investigate the effect of homework assignment, specifically the frequency and time spent on homework, on students’ achievement in mathematics. Canadian data collected as part of the TIMSS 2015 study from grade eight students (n = 8757) and their teacher’s (n = 409) was used to explore the study. Factorial ANOVA was used to analyze the data. Despite the growing disregard among the public, the findings from teachers and students response consistently revealed that assignment of frequent homework (3/4 times per week to everyday) tend to associate with higher mathematics scores, Welch F (1, 5957.61) = 65.640, p < .01 and Welch F (1, 3842.57) = 86.09, p < .01 respectively. Similarly, the findings from students response indicated that short duration per homework (up to 30 minutes) tends to associate with higher mathematics scores, Welch F (1, 9098.10) = 93.435, p < .01. Middle school teachers are encouraged to assign short homework regularly to monitor their students’ mathematics learning.

Authors

• Lake Bedilu Yeworiew, University of Calgary

• Yue Xu

• Man-Wai Chu, University of Calgary