Linking Homework to Achievement in Mathematics: An Examination of 8th Grade Arab Participation in TIMSS 2015

Abdelfattah, Faisal; Lam, Jasmine Siu Lee

doi:10.12973/iji.2018.11438a

Cited by 10 publications

(14 citation statements)

References 22 publications

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“…Most of the teachers aimed to assign homework in order to increase the academic development of the students, such as their understanding of the subject and ensuring knowledge retention. Similar to the results of the present study, Abdelfattah and Lam (2018), Brock et al (2007) and Rosairo et al (2015) determined that mathematics homework increased academic success. On the other hand, Kapıkıran and Kıran (1999) and, Güven and Akçay (2019) found that homework assignments for primary school students in mathematics class did not affect their academic success.…”

Section: Purpose Of the Homeworksupporting

confidence: 90%

“…They stated that these assignments were generally in the form of exercises. Many studies reported that teachers used homework assignments for reinforcement and repetition purposes (Abdelfattah & Lam, 2018;Büyükalan & Altınay, 2018;Ersoy & Anagün, 2009;İflazoğlu & Hizmetçi, 2006;Medwell & Wray, 2018;Ok & Çalışkan, 2019;Taş et al, 2014). Rosairo et al (2015) stated that reinforcement type assignments increased the achievement levels in primary school mathematics class.…”

Section: Purpose Of the Homeworkmentioning

confidence: 99%

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The experiences of classroom teachers on the homework process in teaching mathematics: An interpretative phenomenological analysis

Ergen

Durmuş²

2021

JPR

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This phenomenological study aimed to explore a group of classroom teachers' experiences with homework assignment in teaching mathematics. The participants of the study were 27 classroom teachers who were selected using the criterion-based sampling technique. The research data were collected with a semi-structured interview form developed by the researchers and subjected to interpretive phenomenological analysis. The results showed that the teachers plan the homework they would assign the evening before the class and use resources available on the internet while planning it. It was also revealed that they assign mathematics homework for various purposes such as ensuring comprehension of the subjects, knowledge retention and use of the learned subjects in daily life. They reported that they check and provide feedback on the assigned homework during the classes that the assigned homework is sometimes done by the family members of the students and that both preparing and checking the homework take an extensive amount of time. As a solution to these problems, they suggested communicating and negotiating with the parents, getting support from school counselors and reducing the number of the themes in the primary mathematics curriculum.

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Section: Purpose Of the Homeworksupporting

confidence: 90%

Section: Purpose Of the Homeworkmentioning

confidence: 99%

The experiences of classroom teachers on the homework process in teaching mathematics: An interpretative phenomenological analysis

Ergen

Durmuş²

2021

JPR

View full text Add to dashboard Cite

show abstract

“…The strength of the relationship between homework and pupil achievement in mathematics is not yet fully clear; the results of studies are inconsistent. Some researchers found a positive relationship (e.g., Cheema & Sheridan, 2015;Abdelfattah & Lam, 2018), some studies generated contradicting findings (Cooper, Robinson & Patall, 2006;Dettmers, Trautwein & Lüdtke, 2009). Dettmers, Trautwein and Lüdtke (2009) showed in their study rooted in PISA 2003 a significant positive relationship between the students' scores in mathematics and the time spent doing homework at the group level.…”

Section: Discussionmentioning

confidence: 95%

“…PISA 2012 showed that pupils in Poland and Estonia spend about twice more time with homework than pupils in the Czech Republic and Slovenia (OECD, 2014c). Abdelfattah and Lam (2018), based on the results of TIMSS in 15 Arab countries, determined that longer homework (taking more than 60 minutes) is annoying for the pupils, while shorter and less frequent homework (1 to 4 times a week) reflects an important way to improve their achievement. According to Maňák (1992), pupils must be sufficiently motivated to do homework.…”

Section: Discussionmentioning

confidence: 99%

Comparison of Lower Secondary School Education of Mathematics in the Czech Republic and Selected Countries with Respect to Curriculum Documents

Moravcová¹,

Surynková²,

Hromadová³

2019

sciED

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Results from the PISA international surveys in 2012 and 2015 show that the performance of Czech pupils in mathematics was statistically comparable with the OECD average. However, in the long-term comparison, the results appear to have statistically worsened in the Czech Republic. The PISA score of other European countries with similar economies in terms of GDP and common historical-cultural development, namely Estonia, Poland, and Slovenia, was higher or even significantly higher. The search for the causes of this leads, among other things, to the study of the mathematics curricula of these states. Our paper gives a brief overview of the education systems of the selected countries, while also conducting a qualitative comparative analysis of relevant curriculum documents for lower secondary education. We place emphasis on the differences between the Czech curriculum and the curricula of the other countries. This is explored with the overall aim of formulating educational objectives pertaining to mathematics learning, the subject matter and its division, and required learning outcomes. In the last chapter we present the most significant differences (the lowest number of mathematics lessons, the absence of general mathematical goals and competencies, the lack of emphasis on home preparation of pupils, the absence of unified testing and insufficiently detailed learning content and outcomes), which could be an inspiration for improving the Czech mathematics curriculum.

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“…Finally, with regards to the total digital devices at home, findings indicate that students with more digital devices at home (β= 8.67, p-value < 0.001) tend to outperform students with no digital devices. This could be because students with more digital devices have access to more resources such as the internet to assist them with mathematics related tasks (Abdelfattah & Lam, 2018).…”

Section: The Relationship Between Using Information and …mentioning

confidence: 99%

The Relationship between using Information and Communication Technology in Education and the Mathematics Achievement of Students

Saal¹,

Graham²

2019

INT J INSTRUCTION

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the president of the Republic of South Africa. Mr. Cyril Ramaphosa, stated that the government would provide digital workbooks and textbooks to every school child in South Africa by 2025. (De Villiers, 2019). This announcement begs the question how effective the incorporation of Information and Computer Technology (ICT) is in Education. This study adapted the comprehensive model of educational effectiveness created by Creemers (1994) to explore the relationship between the use of educational technology in mathematics and mathematics achievement in South Africa. The questionnaire responses from Grade 5 students, their mathematics teachers and school principals, participating in TIMSS 2015 research project, have been utilised in this study. Findings from descriptive statistics showed that almost 90% of the students were taught by teachers who did not have computers in their mathematics classrooms. Consequently, only 10% of students were taught by teachers who utilised computers in the classroom. The minority of these teachers used computers 'every, or almost every, day' in order to explore mathematical concepts (8.37%), to search for ideas relating to mathematics (2.14%) or to practice mathematical skills and procedures (6.26%). Hierarchical linear modelling revealed that students that were in mathematical classes with computers generally outperformed those who didn't have computers.

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Linking Homework to Achievement in Mathematics: An Examination of 8th Grade Arab Participation in TIMSS 2015

Cited by 10 publications

References 22 publications

The experiences of classroom teachers on the homework process in teaching mathematics: An interpretative phenomenological analysis

The experiences of classroom teachers on the homework process in teaching mathematics: An interpretative phenomenological analysis

Comparison of Lower Secondary School Education of Mathematics in the Czech Republic and Selected Countries with Respect to Curriculum Documents

The Relationship between using Information and Communication Technology in Education and the Mathematics Achievement of Students

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