Who benefits from homework assignments?

Rønning, Magnus

doi:10.1016/j.econedurev.2010.07.001

Cited by 75 publications

(61 citation statements)

References 20 publications

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“…Homework could also be questioned as it increases social differences in school (Rønning, 2011). While pupils with high educated parents perform better when homework is given, the other pupils are unaffected.…”

Section: Summary and Discussionmentioning

confidence: 99%

Does Parental Educational Level Predict Drop-out from Upper Secondary School for 16- to 24-year-olds When Basic Skills are Accounted For? A Cross Country Comparison

Lundetræ

2011

Scandinavian Journal of Educational Research

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Section: Summary and Discussionmentioning

confidence: 99%

Does Parental Educational Level Predict Drop-out from Upper Secondary School for 16- to 24-year-olds When Basic Skills are Accounted For? A Cross Country Comparison

Lundetræ

2011

Scandinavian Journal of Educational Research

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“…Mientras que en algunos estudios se encontró una relación positiva (p.e., Cooper, Robinson, y Pattal, 2006;Paschal et al, 1984), en otros las conclusiones son menos optimistas, indicando que esta relación es muy débil y que está mediada por variables personales, escolares y familiares (Ronning, 2011).…”

Section: Los Deberes Escolaresunclassified

Student, Teacher, and School Context Variables Predicting Academic Achievement in Biology: Analysis from a Multilevel Perspective // Variables del estudiante, del profesor y del contexto en la predicción del rendimiento académico en Biología: Análisis ...

Núñez

Vallejo²,

Rosário³

et al. 2013

REV PSICODIDACT

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ResumenEn el presente estudio se analiza la contribución de variables del alumno y variables del contexto en la predicción del rendimiento académico en Bachillerato. Se han obtenido información de 988 estudiantes, de último curso de Bachillerato y de sus 57 profesores de Biología. Los datos fueron analizados desde una perspectiva multinivel. Los resultados indican que, de la variabilidad observada en el rendimiento en Biología, el 85.6% se debe a las variables de nivel de estudiante mientras que el 14.4% restante corresponde a las variables de nivel de clase. A nivel de estudiante, el rendimiento en Biología se encontró asociado con el enfoque de aprendizaje, con los conocimientos previos, con el absentismo escolar y con el nivel educativo de los padres. A nivel de clase, el rendimiento únicamente estuvo asociado con el enfoque de enseñanza del profesor, y no directamente, sino a través del enfoque de estudio del alumno.Palabras clave: Enfoques de enseñanza, enfoques de aprendizaje, rendimiento en Biología, análi-sis multinivel. AbstractThe current investigation analyzed how student variables and context variables predicted high school students' academic achievement. The participants were 988 twelfth graders and their corresponding 57 Biology teachers. Data were analyzed making use of the multilevel method. Results indicate that 85.6% of the variation observed in the biology achievement was explained by variables at student level, while the remaining 14.4% was explained by variables at class level. At student level, biology achievement was associated with approaches to learning, prior knowledge, class absence and parents education level. At class level, the academic achievement was only associated with teachers' approaches to teaching not directly, but through students' approaches to learning.

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“…Nevertheless, despite a long history of research on HW, the strength of the relationship between HW and academic achievement is not yet clear (e.g. Cooper, 1989;Dettmers, Trautwein, & Ludtke, 2009;Farrow, Tymms, & Henderson, 1999;Paschal, Weinstein, & Walberg, 1984;Ronning, 2011;Trautwein & Köller, 2003;Trautwein, Köller, Schmitz, & Baumert, 2002). The explanation could be due to the variety of used research designs (Cooper et al, 2006), or different data analysis strategies (Trautwein, Schnyder, Niggli, Neuman, & Lüdtke, 2009) which do not allow data comparison.…”

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confidence: 91%