Relationships Among Attitudes, Homework, and Achievement Among Eighth-Grade Mathematics Students in the United States

• In Event: National Databases, Science and Math Student Achievements, and a Methodological Assist

Abstract

The present student used an existing, large-scale data set, the Trends in International Math and Science Study (TIMSS, 2007) to examine the relationship between several homework-related variables (time spent and amount assigned) and (1) math attitude, and (2) math achievement. Results showed that the amount of time students spend on homework was related to self-confidence in math, positive attitude towards math, and valuing of math. The number of homework assignments given was significantly related to positive attitude towards math only. Both amount of time spent on homework and amount of homework assigned were positively related to math achievement, but effects diminished at high time levels.

Authors

• Cornelius McKenna, Kishwaukee College

• Thomas J. Smith, Northern Illinois University

• Stephen R. Wallace, Northern Illinois University

• Wei Chen Hung, Northern Illinois University