Homework and students' achievement in math and science: A 30-year meta-analysis, 1986–2015

Fan, Huiyong; Xu, Jianzhong; Cai, Zhihui; He, Jinbo; Fan, Xitao

doi:10.1016/j.edurev.2016.11.003

Cited by 173 publications

(183 citation statements)

References 57 publications

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“…Homework is one of the most commonly used educational tools (e.g., Trautwein, Lüdtke, Schnyder, & Niggli, ). A vast corpus of research provides evidence of the value of homework on students’ school engagement and academic achievement throughout schooling (e.g., Cooper, Robinson, & Patall, ; Fan, Xu, Cai, He, & Fan, ; Núñez et al, ). For example, studies that compared students who were assigned homework against students with no homework revealed that completing homework favored academic achievement (Cooper et al, ; Fan et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…However, students of this age still need teachers’ homework support (Katz et al, ) and findings by Regueiro, Suárez, Valle, Núñez, and Rosário () involving students from 9 to 16 years old showed that the older students reported having a more negative attitude and showed less engagement in homework than younger students. In fact, a recent meta‐analysis focused on math and science indicated that the relationship between doing homework and academic achievement is weaker in middle school than in elementary and high schools (Fan et al, ).…”

Section: Introductionmentioning

confidence: 99%

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“Did you do your homework?” Mathematics teachers’ homework follow‐up practices at middle school level

Rosário

Cunha

Nunes

et al. 2018

Psychology in the Schools

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Teachers’ homework follow‐up practices, the in‐class strategies teachers use to monitor their students’ homework assignments, have an impact on their students’ homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow‐up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students’ involvement). The teachers also reported that they were under certain constraints when they delivered homework follow‐up practices (e.g., pressure to follow the curriculum), so their practices’ effectiveness sometimes can be compromised. Implications for practice are discussed.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“Did you do your homework?” Mathematics teachers’ homework follow‐up practices at middle school level

Rosário

Cunha

Nunes

et al. 2018

Psychology in the Schools

Self Cite

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“…A recent meta-analysis (for researches from 1986 to 2015) by Fan et al (2017) found a moderate and positive relationship between homework and children's performance in science and mathematics tests (the effect size across studies was 0.221). However, this relationship was found to be higher in elementary school than in middle and high school, and lower for Asian students than for children born in the USA.…”

Section: Acknowledgementsmentioning

confidence: 99%

The relationship between homework and the academic progress of children in Spain during compulsory elementary education: A twin fixed‐effects approach

Jerrim

López-Agudo

Gutiérrez

2019

British Educational Res J

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Homework has traditionally been considered positive for students’ academic achievement, to the extent that it makes children more responsible while learning. Nevertheless, making students do a large amount of homework has been one of the most criticised practices in recent years. Parental associations have long held the view that Spanish elementary school pupils spend too much time on homework. This situation is so alarming that it has recently caused a ‘homework strike’, which has been supported by many children's parents. Furthermore, being assigned an excessive amount of homework is a serious problem which extends well beyond Spain. In light of this context, this article aims to provide new evidence on the relationship between homework and academic performance. To carry out this research, rich longitudinal census data, together with a twin fixed‐effects approach and value‐added models, have been used. In this way, we can control for variables that are the same within twins, allowing us to generate a better understanding of the association between homework time and primary children's academic achievement. Our main finding is that homework is not associated with young people's academic achievement (at least within this specific country context).

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“…A student's homework and effort are considered important predicates of the student's school performance as it is has been shown by many studies, for example Cai, Xu, & Fan [30] demonstrated that homework has a strong relationship with and achievement in math and science for elementary and high school students.…”

Section: Student Characteristics and School Performancementioning

confidence: 99%

The Main Determinants of Moroccan Students' Outcomes

Liouaeddine¹,

Bijou²,

Naji³

2018

EDUCATION

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The main purpose of the present article is to highlight the major factors affecting Moroccan students' outcomes in the second year of college (8th grade) and the sixth year of primary school (6th grade) using the Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS) (2011) databases compiled by the International Association for the Evaluation of Educational Achievement (IEA). The use of a multilevel approach is appropriate in our case study because it enables us to deal with the hierarchical structure of the data at two levels. The two levels in our case study are the student level and the school level. The method of Multiple imputation by chained equations (MICE) was applied to impute missing values contained in the student background, home, and school data files, and the endogeneity problem that results from the use of multilevel modeling was solved using the Hausman-Taylor instrumental variables estimator. The results show that Moroccan students' outcomes are impacted by individual as well as contextual characteristics. More precisely, the index "school emphasis on academic success," which is related to information about the student, parents, teachers, curricula, and educational goals, seems to play a key role in explaining Moroccan students' academic performance. Keywords: student's outcomes, TIMSS, PIRLS, multilevel modelingCite This Article: Mariem Liouaeddine, Mohammed Bijou, and Faîrouz Naji, "The Main Determinants of Moroccan Students' Outcomes

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Homework and students' achievement in math and science: A 30-year meta-analysis, 1986–2015

Cited by 173 publications

References 57 publications

“Did you do your homework?” Mathematics teachers’ homework follow‐up practices at middle school level

“Did you do your homework?” Mathematics teachers’ homework follow‐up practices at middle school level

The relationship between homework and the academic progress of children in Spain during compulsory elementary education: A twin fixed‐effects approach

The Main Determinants of Moroccan Students' Outcomes

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