Date

2013

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

The purpose of this study was to determine the impact of homework on academic achievement of students with severe emotional disabilities in a non public school setting and the impact of homework on these students’ home environment. Many studies suggest that if students spend enough time on homework and family support these students with a positive attitude towards homework considering it as an extended learning tool from school to home environment students improve in their academic skills. This study collected empirical data using a pre-and post-test method on a group of special education students in a non public school setting. The control group of six students took homework for two subjects; spelling and mathematics on the same skills they learned in those classes for two weeks. The next two weeks, instruction was given but no homework was given to these students. Additional data was gathered via surveys with parents and caregivers to determine variables such as time sp ent on homework and their assistance on homework to further aid in analyzing the test results. The results of the study showed significant difference between test scores after the homework week versus the non-homework weeks. Time spent on homework and the amount of correct homework submitted also impacted achievement. The test scores in spelling were higher by 17.7% during the week when homework was assigned in comparison to the two weeks when no homework was assigned. The test scores in math were higher by 6.2%% during the week when homework was assigned in comparison to the two weeks when no homework was assigned. Future research should include culturally diverse groups from various socio-economic levels and a broader range of grade levels.

Comments

Thesis (M.A.) Teacher Education Department

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