A Model of Homework's Influence on the Performance Evaluations of Elementary School Students

This study was the first to test a model of the influence of homework on classroom performance using a sample of elementary school students. A total of 28 teachers in Grades 2 and 4 took part in the study, along with 428 students and parents. The authors used structural equation modeling to examine...

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Bibliographic Details
Published in:The Journal of experimental education 2001, Vol.69 (2), p.181-199
Main Authors: Cooper, Harris, Jackson, Kristina, Nye, Barbara, Lindsay, James J.
Format: Article
Language:English
Subjects:
Academic Achievement
Assessment and knowledges control
Attitudes
Children
Classrooms
Datasets
Docimology
Educational Environment
Educational psychology
Educational Research
Educational sciences
Elementary Education
Elementary School Students
Family background
High Schools
Homework
Influence
Learning
Longitudinal Studies
Modeling
Motivation and Social Processes
Outcomes of Education
Parent Participation
Parent Role
Parents
Performance Based Assessment
Questionnaires
School work. Docimology. Guidance
Secondary schools
Sociology
structural equation modeling
Student attitudes
Teachers
Variables
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Summary:This study was the first to test a model of the influence of homework on classroom performance using a sample of elementary school students. A total of 28 teachers in Grades 2 and 4 took part in the study, along with 428 students and parents. The authors used structural equation modeling to examine relationships among variables. Student norms were positively related to the elimination of distractions from homework by parents. Positive student norms, higher student ability, and positive parent attitudes toward homework were all related to greater parent facilitation. Student's attitude toward homework was unrelated to home and community factors but was related positively to parent attitudes toward homework. Classroom grades were unrelated to student's attitude toward homework but were predicted by how much homework the student completed (even after the use of homework in grading was controlled), by student ability, and by the amount of parent facilitation. More generally, parent facilitation was an important mediator of the relation between student norms, student ability, and parent attitudes toward homework, and the outcome of classroom grades.
ISSN:0022-0973
1940-0683
DOI:10.1080/00220970109600655