Trends of Homework in Mathematics: Comparative Research Based on TIMSS Study

Güven, Ufuk; Akçay, Ahmet

doi:10.29333/iji.2019.12187a

Cited by 15 publications

(22 citation statements)

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“…The curriculum documents of Estonia and Slovenia mention it; in the Czech curriculum, these aspects are not considered. On the contrary, the current tendencies (especially the pressure from parents, and not only in the Czech Republic) are against it -pupils should not be overloaded with homework (ČŠI, 2018;Güven, 2019). 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).…”

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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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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“…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. Similarly, Jerrim et al (2019) concluded that homework in primary education had no relationship with academic success.…”

Section: Purpose Of the Homeworkmentioning

confidence: 97%

“…Similarly, Jerrim et al (2019) concluded that homework in primary education had no relationship with academic success. Güven and Akçay (2019) and Jerrim et al (2019) reported homework frequency as the possible reason that made homework unffective on academic success. Fan et al (2017) examined the studies conducted between 1986 and 2015 on the relationship between homework and mathematical success, and determined a strong relationship between the two in various countries and a weak relationship in others.…”

Section: Purpose Of the Homeworkmentioning

confidence: 99%

“…Fan et al (2017) examined the studies conducted between 1986 and 2015 on the relationship between homework and mathematical success, and determined a strong relationship between the two in various countries and a weak relationship in others. Despite these findings, most of the studies that were reviewed showed that homework increased academic success (Baynazoğlu, 2019;Büyükalan & Altınay, 2018;Büyüktokatlı, 2009;Cooper et al, 2006;Çelik & Aktürk, 2009;Ersoy & Anagün, 2009;Fernandez-Alonso et al, 2015;Güven & Akçay, 2019;Jong et al, 2000;McMullen, 2007;Tertemiz, 1991;Xu et al, 2014). In this context, it was assessed that using homework in mathematics classes is important for the academic development of students.…”

Section: Purpose Of the Homeworkmentioning

confidence: 99%

“…The studies that examined teachers' views on homework within the context of mathematics class were mostly conducted with a focus on the relationship between homework practices and mathematical achievement rather than the homework process itself. Most of these studies revealed that homework positively affected academic achievement in mathematics classes (Cooper et al, 2006;Fernandez-Alonso et al, 2015;Güven & Akçay, 2019;Jong et al, 2000;Kaplan, 2018;Medwell & Wray, 2018;Ok & Çalışkan, 2019;Nunez et al, 2015;Rosairo et al, 2015;Tertemiz, 1991;Xu et al, 2014). Lastly, Abdelfettah and Lam (2018) reported no relationship between homework practices and mathematical success of the students.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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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The relationship between homework time and academic performance among K‐12: A systematic review

Guo,

Li,

et al. 2024

Campbell Systematic Reviews

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BackgroundHomework is a common educational task given to students around the world. It demands mental exertion, but staying focused can be challenging, especially for K‐12 students. Too much homework can increase their cognitive load and mental fatigue, leading to decreased motivation and performance. This can cause boredom with homework and learning. To lessen their load and make homework more effective, it is important to establish the connection between homework duration and academic achievement.ObjectivesTo evaluate the relationship between homework time and academic performance among K‐12 students.Search MethodsOn November 5, 2021, we retrieved articles from a variety sources. Firstly, we searched 10 electronic databases for related publications, including Academic Search Premier, APA PsycArticles, APA PsycInfo, Business Source Premier, Education Resources Information Center (ERIC), Journal Storage (JSTOR), Learning and Technology Library (LearnTechLib), OCLC FirstSearch, Social Sciences Citation Index (Web of Science), and Teacher Reference Center. We also searched two publisher platforms: ScienceDirect and Taylor & Francis Online Database. Secondly, we consulted five educational organization website such as, American Educational Research Association, Best Evidence Encyclopedia, Education Endowment Foundation, European Educational Research Association, What Works Clearinghouse, and the Open Grey database for unpublished studies. We then searched Open Dissertations and ProQuest Dissertations & Theses Global databases to locate the relevant dissertations and theses. Additionally, we hand‐searched seven educational journals to identify unpublished documents, reports, and potential studies not indexed in the databases. Lastly, we searched Campbell Library to identify relevant reviews and primary (and nearly eligible studies) in these reviews. We also searched Google Scholar for related studies and checked the citations of eligible studies as well as their bibliographies.Selection CriteriaStudies with the following criteria were included: Population: K‐12 school students with no disabilities or not attending special education schools; Intervention: Homework assigned regularly by schoolteachers to students to complete during non‐school hours; Comparison: Different time spent on the homework; Outcomes: Academic performance was the primary outcome. The secondary outcomes were academic motivation and the quality of homework; Study design: Treatment‐control group design or comparison group design studies.Data Collection and AnalysisWe reviewed the titles, abstracts, and full texts of the retrieved records. Our team extracted and coded all relevant information from the studies that met our inclusion criteria. To evaluate the risk of bias, we used the Cochrane Risk of Bias tool for randomized controlled trials and ROBINS‐I for non‐randomized controlled trials. A random‐effect meta‐analysis was conducted to determine the effect of homework on academic achievement as compared to no homework. A funnel plot, trim‐and‐fill method and Egger's test were used to test for any publication bias. Due to the insufficient data on homework duration and academic achievement, we analyzed these data using qualitative synthesis.Main ResultsEleven publications were identified that examined the relationship between homework duration and academic outcomes using an experimental design. Based on their focus, we categorized them into two groups: comparisons of homework with no homework and comparison of homework with less homework. There were 10 articles with 14 independent reports that compared academic performance between students who did homework and those who did not. Overall, the meta‐analysis revealed that the students who did homework had better academic performance than that those who did not (n = 14; g = 0.45, 95% confidence interval [CI]: 0.24–0.66; Q = 454.30, I2 = 71.30%, τ2 = 0.11), especially in arithmetic computation (n = 5; g = 0.46, 95% CI: 0.17–0.75; Q = 13.03, I2 = 69.29%, τ2 = 0.07) and arithmetic problems solving (n = 6; g = 0.17, 95% CI: 0.02–0.33; Q = 6.87, I2 = 27.17%, τ2 = 0.01), but not in arithmetic concepts (n = 3, g = −0.02, 95% CI: −0.22–0.18; Q = 1.46, I2 = 0.00%, τ2 = 0.00). Two experiments explored the effectiveness of homework moderated by homework time. In Koch (1965), the effects of long daily homework (20–30 min) and short daily homework (10–15 min) were compared. The authors found that achievement in arithmetic concepts was higher with long homework assignments every day. Recently, Dolean and Lervag (2021) confirmed the effect of homework on writing skills, and their findings were consistent with those of Koch (1965), who found that increasing time spent on homework was associated with greater writing achievement (average 20 min each time).Authors' ConclusionsHomework could be used as a supplement to enhance the academic performance of primary school students. However, the optimal amount of time they should dedicate each day to homework to achieve the best results remains uncertain. More high‐quality experiments are needed to determine the ideal homework duration for these students. Furthermore, additional research is required to understand the impact of homework on secondary school students.

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Trends of Homework in Mathematics: Comparative Research Based on TIMSS Study

Cited by 15 publications

References 0 publications

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

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

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

The relationship between homework time and academic performance among K‐12: A systematic review

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