Homework Time and Quality Matter: Interactive Effects on Mathematics Achievement and Interest

• In Event: AERA Poster Session Sunday 11:45 am
  In Poster Session: SIG-RME Poster Session: Explorations of the Mathematics Teaching and Learning Experience

Abstract

This study examined the effects of homework time and homework quality on mathematics achievement and mathematics interest, using data from 2837 eighth-grade students in China. After controlling for students’ gender and socioeconomic status, stepwise regression analysis was conducted. Variables of homework time (both linear and quadratic terms), homework quality, and their interaction terms were sequentially entered into the model. The results showed that homework time and homework quality explained comparable proportions of the variance in mathematics achievement. However, the variance in mathematics interest was predominantly explained by homework quality rather than homework time. Interaction effects were also observed. When students perceived higher homework quality, the linear and quadratic effects of homework time on both mathematics achievement and interest were significantly weaker.

Authors

• Kexin Qin, Beijing Normal University

• Wang Yehui, Beijing Normal University