The State University of New York
At Potsdam
PERCEPTIONS OF THE VALUE OF HOMEWORK:
HOW STUDENTS, TEACHERS, PARENTS AND GUARDIANS PERCEIVE THE
VALUE OF HOMEWORK AS IT RELATES TO ACADEMIC ACHIEVEMENT
By
Joseph E. Boyle
A Thesis
Submitted to the Faculty of
The School of Education and Professional Studies
In Partial Fulfillment of the Requirements
for the Degree
Master of Science in Education
Potsdam, New York
17 April 2008
2
This thesis entitled
PERCEPTIONS OF THE VALUE OF HOMEWORK:
HOW STUDENTS, TEACHERS, PARENTS AND GUARDIANS PERCEIVE THE
VALUE OF HOMEWORK AS IT RELATES TO ACADEMIC ACHIEVEMENT
By Joseph E. Boyle
Has been approved for the
School of Education and Professional Studies
________________________________________
Dr. Kathleen Valentine
___________
Date
________________________________________
Dr. William Amoriell
___________
Date
The final copy of the above mentioned thesis has been examined by the signatories
and found to meet acceptable standards for scholarly work in the discipline in both
form and content.
3
PERMISSION TO COPY
I grant The State University of New York College at Potsdam the non-exclusive right
to use this work for the University’s own purposes and to make single copies of the
work available to the public on a not-for-profit basis if copies are not otherwise
available.
________________________________________
Joseph E. Boyle
___________
Date
4
Abstract
In this age of high-stakes standardized testing, it is important that students
develop a deep understanding of relevant subject matter. In general, this level of
understanding is not being achieved, according to recent test scores (Beaton et al.,
1996). One plausible explanation for this underachievement is that too many students
assign little value to the regular and consistent completion of assigned homework. As
a first step in understanding why too many students underachieve academically, it is
important that we understand how students, teachers, parents and guardians perceive
the value of homework as it relates to students’ academic achievement.
5
Chapter One
Purpose of the Study
This study will be undertaken to investigate how teachers, their students, and
the students’ parent(s) or guardian(s) perceive the value of homework, as it relates to
deepening and broadening students’ understanding of material presented in the
classroom. The results of this investigation shall improve the lives and the academic
experiences of students, teachers, and parents and guardians.
Research Questions
The following questions will guide this study:
1. How do students perceive the value of homework, as it relates to individual
student academic success?
2. How do parents and guardians perceive the value of homework, as it relates to
individual student academic success?
3. How do teachers perceive the value of homework, as it relates to individual
student academic success?
Rationale
During the past one-hundred years, the attitudes of educators and the general
public toward homework have changed several times (Cooper, Lindsay, Nye, &
Greathouse, 1998). Early in the 20th century, in the late 1950s, and presently,
homework is and has been regarded as a positive influence on a student’s academic
achievement. During this time period, homework has been considered important for
several reasons: 1) homework is a means of disciplining students’ minds, 2)
homework is a viable method of increasing the rigor of a student’s academic
6
experience, 3) homework can lead to the improvement of students’ scores on
achievement tests, 4) because homework can lead to academic achievement, and 5)
homework is a means elevating America’s competitive position in an increasingly
global economy. Conversely, in the 1940s and mid-1960s, homework was seen as
inhibiting the development of students’ problem-solving abilities and as adding
excessive pressure on students to succeed.
Assuming that it is true that one’s attitude affects one’s behavior (Kraus,
1995), and that in upper grades (6-12) there is a positive relation between students’
completion of homework and their academic achievement (Cooper, Lindsay, Nye, &
Greathouse, 1998), it is important to understand the academic value that upper grade
level students, their parents or guardians, and their teachers assign to the regular
completion of homework.
Assumptions
Throughout this study, the following will be assumed:
1. In general, students who regularly complete assigned homework develop a
deeper understanding of the academic material related to the assignment.
2. Homework assignments are given to promote student understanding of
concepts identified as learning objectives within the curriculum.
3. Students’ perceptions of the academic value of homework are strongly
influenced by their parents’ or guardians’ views.
4. The attitudes of individuals affect their behaviors.
7
5. Because they perceive homework as having little impact on their academic
success, some students are apathetic toward the regular completion of
homework.
6. Homework is assigned most regularly in mathematics classes at Carthage
Central School District.
7. Since the eighth-grade prepares students for the rigor of high school and
eleventh-grade students are apt to have developed firm beliefs on the
academic value of homework, eighth-grade and eleventh-grade students are
appropriate participants in this study.
Definition of Terms
1. Standardized Test: An assessment instrument that utilizes fixed, unchanging
procedures for administration and scoring. The results, or test scores, have
been shown to be reliable and valid through empirical study. Using consistent,
set procedures eliminates variables affecting test performance, including
variations in instructions, scoring procedures, time limits or procedural order.
Results obtained may then be compared to other scores from the same test.
Because the standardization procedures help eliminate possible confounding
influences, any differences in test scores may, at least theoretically, be
attributed to true differences in performance (Collins & O’Brien, 2003, p.
335).
2. High-stakes testing: An approach to gathering information through testing
programs on student and school performance at the state and/or local level. In
high-stakes testing, test results are directly correlated with individual student
8
achievement and school accountability. Important decisions, such as school
finance and student grade promotion, are made based on test results (Collins
& O’Brien, 2003, p. 166).
3. Homework: Tasks assigned to students by school teachers that are meant to be
performed during nonschool hours (Cooper, 1989, p. 7).
4. Skill Sets: A collection of skills needed to perform a task or complete an
assignment. For example, to answer the question posed in a certain math word
problem, a student may need a set of skills which include reading, modeling,
algebra, and arithmetic.
5. Teaching Strategy: A teachers plan to affect the learning objectives of the
curriculum.
6. Learning Objective: A statement of the desired outcome(s) of an educational
activity, naming what learners can expect to gain or be able to do as a result of
that activity (Collins & O’Brien, 2003, p. 202).
7. Formative Activity: Student centered activities, as opposed to a teacher
centered activity, such as lecturing, used to improve the student’s
conceptualization of a theory, property, model, or notion. For example, the use
of manipulatives or algebra blocks in mathematics class.
8. Group Homework or Project: Homework or projects assigned to be completed
by a group of students, rather than individual students.
9. Correlation Coefficient: A unitless measurement used to describe the strength
of the linear association that exists between two variables
(Brase & Brase, 2001, p. 143).
9
10. Average/Mean: The sum of all of the exact values of the entries divided by the
number of entries.
11. Member Check: A technique to address the validity of a qualitative study. The
researcher solicits feedback from the research participants concerning the
accuracy and completeness of the researcher’s analysis, interpretation, and
understanding of the data (Collins & O’Brien, 2003, p. 217).
12. Peer Check: A technique to address the validity of a qualitative study. The
researcher solicits feedback from appropriate professional colleagues
concerning the accuracy and completeness of the researcher’s analysis,
interpretation, and understanding of the data (adapted from Collins &
O’Brien, 2003, p. 217).
13. Triangulation: A process used to support the validity of a study. Data are
collected using a variety (not necessarily three as the name implies) of
techniques. Findings are enhanced by using data gathered from a variety of
techniques such as: multiple human sources (e.g., roles/positions of people
related to the issue), multiple methods (e.g., observations, focus groups),
multiple investigators, archival records (e.g., student records, written policy),
and/or multiple theoretical perspectives (Collins & O’Brien, 2003, p. 363).
14. Assessment: Teacher evaluation of assignments for the generation of student
grades, which could be either holistic or constructive in nature.
15. Affective factors: Includes those factors, which may be driven or impacted by
emotion.
10
16. Knowledge base: Readily retrievable information that a student needs to build
upon as learning progresses.
17. Scaffolding: Teaching strategy, which involves the building upon of several
required layers of skills to achieve a more complex result.
18. Mastery: This level is achieved when a student demonstrates that he/she has a
solid understanding of a certain skill and is ready to apply that skill.
19. Higher order thought processes: These thought processes potentially involve
the application of previous skills to generate new meaning or to infer new
thoughts.
20. Culminating: This term can be used to describe an assignment that is to be
completed when a student must use new knowledge that has been learned
during a given period of time which allows the student to understand the
relationship of this information.
21. Likert Scale: A Likert scale asks participants to respond to a series of
statements indicating whether they strongly agree, agree, are undecided,
disagree, or strongly disagree with each statement. Each response corresponds
with a point value and a score is determined by adding the point value for
each statement
(Mills, 2003, p. 65).
22. Constructive Feedback: Occurs when a teacher assesses a student’s
homework by giving detailed comments that will allow the student to
understand the positive and negative attributes of his/her work.
11
23. Inductive Analysis: An analysis technique which considers the data in its
entirety seeking to understand themes and/or repeating patterns (Mills, 2003).
24. Constant Comparative Analysis: An analysis technique in which the data are
reviewed on a regular basis to search for common themes.
Limitations
To some extent, this study will be constrained by the following limitations:
1. The knowledge, skills, and experiences of the researchers.
2. Since, in this study, the researchers are the research instruments, it is possible
that this study is biased, due to the researchers’ prior knowledge, experiences,
and attitudes with regard to the academic value of homework.
3. All three of the researchers in this study are novice teachers who have chosen
the teaching profession as a second career after spending most of their
professional lives in the private business sector.
4. Because the students, teachers, and parents or guardians participating in this
study are consensual volunteers, the data obtained and conclusions reached
may be biased.
Delimitations
This study will be further defined by the following delimitations:
1. This study will be conducted within the Carthage Central School District,
Carthage, NY 13619.
2. The data and opinions collected will reflect the perceived academic value of
homework of consenting volunteers—students, teachers, parents, and
12
guardians—associated with one eighth-grade math class and one eleventhgrade math class.
Summary
In this age of high-stakes standardized testing, it is imperative that students
develop a deep and thorough understanding of relevant subject matter. At the
upper-grade (6-12) levels there is a correlation between academic success and
percentage of homework completed (Cooper, Lindsay, Nye, & Greathouse, 1998).
As a first step in understanding why too many students underachieve
academically, it is important that we come to know how students, teachers,
parents, and guardians perceive the value of homework as it relates to students’
academic achievement. This study seeks to answer the question, how do students,
parents/guardians, and teachers, perceive the value of homework, as it relates to
individual student academic success?
13
Chapter Two
Review of Literature
For many reasons, the vast majority of secondary school teachers have
traditionally assigned homework to their students (Cooper, Lindsay, Nye, &
Greathouse, 1998). It is generally held that homework presents students with the
opportunity to focus on, practice, and refine specific skill sets, which have been
introduced, performed, and discussed in the classroom. Further, a teaching strategy
that incorporates homework, well-designed lessons, and formative activities should
develop within students a more complete and deeper understanding of a concept,
principle, event, or topic encountered in a lesson than would a strategy that solely
relies on in-class instruction and activities. Also, the act of working individually on
homework can instill within students a strong work ethic, the ability to work
independently and think individually, and enhance a student’s sense of
accomplishment and confidence. Group homework or projects afford students the
opportunity to work collaboratively in a setting outside the classroom and without
teacher supervision.
By assessing and analyzing students’ assigned homework, teachers can
discern individual and overall student progress in the following areas: mastery of skill
sets, understanding of concepts, and achievement of the particular learning objectives
within the current unit of instruction. Having insight into students’ progress allows
teachers to make informed decisions with regard to the pace of instruction, the
effectiveness of activities, and the relevance of assignments.
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Given that homework is generally believed to be a positive factor in student
achievement (Cooper, Lindsay, Nye, & Greathouse, 1998), many teachers and parents
or guardians complain that far too many of their students do not complete their
homework, do not complete enough homework to reap the benefit of the assignments,
or produce work that is indicative of an unacceptably poor level of effort. This review
focuses on research related to how students, parents, guardians, and teachers perceive
the value of homework as it relates to students’ academic achievement.
Students’ Perceptions
Traditionally, researchers have designed quantitative studies on the
relationship between homework and student achievement in order to determine a
cause and effect relationship. Conclusions from several studies dating from the 1960s
through 1989 have varied greatly (1998). One of the leading names in, not just
educational research, but specifically homework and academic achievement is
Cooper. Known for his extensive studies in this field, Cooper presented his metaanalysis entitled Homework (1989) concluding that “the average high school student
in a class doing homework would outperform 75% of the students in a no-homework
class. “In junior high school, the average homework affect was half this magnitude”
(p. 70). This conclusion is meaningful, yet still does not address question of attitudes
toward homework in the minds of students. The research question pertinent to this
section of the literature review deals with motivation to complete homework. What is
the correlation between student attitude toward homework and academic
achievement? Cooper in 1989 had not found a study linking academic achievement
with student attitudes. Cooper, Lindsay, Nye and Greathouse (1998) claim their
15
study Relationships Among Attitudes About Homework is the “first to incorporate
attitudes into an analysis of the homework achievement link” (p. 72). Other studies
examining the relationship between attitude and academic achievement would come
later, but not in great numbers. One thing that has been clear not only given
anecdotal evidence in the classroom, but in empirical terms in the work of Kraus is
that “attitudes play an important role in determining behavior” (as cited in Cooper,
Lindsay, Nye & Greathouse, 1998, p. 71).
In order to determine the beliefs students have about homework, the Cooper,
Lindsay, Nye & Greathouse (1998) study created an HPI (Homework Process
Inventory). A version of the HPI was specifically designed for upper grade level
students (grades 6-12). One of the questions asked in the survey were “‘In general
how do you feel about homework?’ and had the possible following responses: don’t
like it at all (scored 0); dislike it somewhat (scored 1); neither like nor dislike it
(scored 2); like it some (scored 3); like it very much (scored 4)” (p. 74). Another
question asked about whether the student thought that homework increases or
decreases students’ interest in school, and three questions asked whether the student
believed that homework helps students “learn,” “develop study skills,” and “learn
how to manage their time” (p. 74). Interrelations to the responses to these questions
ranged from .31 to .58. Other questions were asked concerning how much homework
was assigned and how much was actually completed. The results from the HPI were
used to compile a homework attitude scale ranging from 0-14 (0 being very negative
to 14 being very positive). Student responses to the questions asked to develop the
homework attitude scale resulted slightly below midpoint, 7 (1998). In order to
16
correlate achievement to attitude, data from the standardized achievement tests for the
State of Tennessee (Tennessee Comprehensive Assessment Program or TCAP) was
used. The study examined relationships between homework behaviors and attitude
and relationships between homework attitudes and achievement. The relationship
between student behavior i.e. completed homework and attitude for upper grades was
.31 (Cooper, Lindsay, Nye & Greathouse, 1998, p. 78). The relationship between
student attitude toward homework and student achievement for upper grades was -.06
(p. 78). To summarize, the study found weak relationships between the amounts of
homework assigned and student achievement whereas the relationship between the
amount of homework completed and student academic achievement was strong,
especially at the upper grades. This supports previous findings of Cooper and others.
The relationship between student behaviors i.e. completed homework and attitude for
upper grades was quite strong (1998). “More positive student attitudes were
associated with more completed homework and higher class grades.” (p. 80). In order
to make a more direct connection between student attitude and achievement, i.e.
student standardized test scores, multiple regressions were necessary. And though
mathematically, the correlation is weak, researchers stated, “Most notably, the
regressions serve to underscore the importance of completion of homework by
students as a positive factor in achievement even when other influences are
controlled” (p. 81). The many relationships represented herein are not simple.
Another factor studied by not only Cooper, Lindsay, Nye and Greathouse
(1998) but also Balli (1997) is parental attitudes toward homework and how they
affect student attitudes. In contrast to Cooper, Lindsay, Nye and Greathouse (1998),
17
the primary focus of Balli (1997) is to “examine parental involvement with children’s
homework from the children’s perspective” (p. 3). This study of middle school
students seeks to capture the perspective of the student. Balli sites a 1995 study to
highlight three advantages of parental involvement in activities like homework “(1)
modeling, (2) reinforcement, and (3) direct instruction” (as cited in Balli 1997, p. 4).
In general, Balli (1998) concludes that parental involvement is a positive influence
provided that two criteria are met: (1) appropriate parental strategies and similarities
and (2) similarities in teacher/parent expectations (1997). Student perceptions of
parental involvement lend support to the empirical evidence found in the study:
“Most students in this study perceived that parental involvement helps them do better
in school…” (p. 11).
Student attitudes toward parental involvement are varied however. LacinaGifford and Gifford (2004), citing a Public Agenda article state that “almost half of
parents reported having a serious argument with their children over homework, and a
third of the parents reported that homework was a source of stress and struggle” (as
cited in Lacina-Gifford & Gifford, 2004, p. 1). One fact remains consistent in
empirical studies done by both Balli (1997) and Cooper, Lindsay, Nye & Greathouse,
(1998); homework attitudes of parents influence homework attitudes of students.
Relationships between attitude and behavior, and behavior and achievement
are not simply isolated from other influences such as parental involvement, teacher
attitudes as well as a myriad of other factors. Other important factors influencing
student attitude toward homework not found in recent studies are students’ feelings
about family time and the amount of work load they are responsible for. Lacina-
18
Gifford & Gifford (2004) remind us that students perceive homework loads as an
important factor in their personal lives.
Presently, current research strongly supports the general notion of students
who complete homework experience higher academic achievement than students who
do not complete homework. What is not presently firmly established by current
research is a strong correlation, positive or negative, of student attitude toward
homework and academic achievement. Present research in this area does not provide
compelling evidence that has practical application for the classroom. Researchers in
the field cite numerous variables that complicate the relationship between attitude and
achievement thus compelling educators to turn to Teacher Action Research methods.
Parents’ and Guardians’ Perceptions
During the past one hundred years, the attitudes of educators and the general
public toward homework have changed several times (Cooper, Lindsay, Nye, &
Greathouse, 1998). Early in the 20th century, in the late 1950s, and presently,
homework is and has been regarded as a positive influence on a student’s academic
achievement. During these periods, homework had been considered important for
several reasons: 1) homework is a means of disciplining a student’s mind, 2)
homework is a viable method of increasing the rigor of a student’s academic
experience, 3) homework can lead to the improvement of a student’s scores on
achievement tests, 4) because homework can lead to academic achievement, and 5)
homework is a means of elevating America’s competitive position in an increasingly
global economy. Conversely, in the 1940s and mid-1960s, homework was seen as
19
inhibiting the development of students’ problem-solving abilities and as adding
excessive pressure on students to succeed.
Based on reviews of surveys, questionnaires, and polls, dating back as far as
1916, of the opinions of students, parents and teachers regarding homework, Friesen
(1978) concluded:
Parents strongly favored homework for a variety of
reasons. They felt that homework (1) improved grades,
(2) stimulated interest, (3) helped develop initiative,
responsibility, and self-discipline, (4) provided
opportunity for independent study, (5) drew the home
and school closer, and (6) provided preparation for
further study
(p. 11).
With the support of cited research, Peng and Wright (1994) state that, as a
group, Asian American students have “higher achievement scores, lower dropout
rates, and higher college entrance rates than other students” ( p. 346). Further, Peng
and Wright hypothesize that these outcomes may be a result of this minority group’s
greater exposure to home environments and out-of-school educational activities that
are supportive of learning. Central to this hypothesis is the notion that Asian
American parents, in general, provide their children with “greater learning
opportunities, assistance, and pressure for learning” (p. 346).
The assigned, investigated, measured, and analyzed variables in this cross
cultural study were as follows: Demographics of The Family, Discipline and Effort,
20
Parental Assistance, Educational Pressure/Expectations, Additional Lessons and
Activities, Student Achievement. When related to student achievement, educational
expectations for children had the highest correlation coefficient (.42). When
compared to all other ethnic groups, Asian American parents had the highest
educational expectations, as measured by expected years of education and level of
educational attainment. On average, Asian American parents expected their children
to complete between sixteen and seventeen years of education, and 80 % of these
parents expected their children to eventually hold a bachelor’s degree (Peng &
Wright, 1994).
Given the educational expectations of Asian American parents and the fact
that Asian American students participated in more educational activities than other
groups, it does not seem unreasonable to infer that Asian American parents view
homework as a positive influence on student academic achievement. This study
concludes making several recommendations for parents concerned about their
student’s academic achievement. Specifically, it is suggested that parents may wish to
emphasize such academic activities as “doing homework, taking additional lessons
outside of school, and going on educational trips” (Peng & Wright, 1994, p.351).
Cooper, Lindsay, Nye, and Greathouse (1998) incorporated measurements of
students’, teachers’, and parents’ attitudes about homework into a relational study of
attitude, amounts of homework assigned and completed, and student achievement.
The upper grade (6-12) level students’ class grades were predicted by standardized
test scores and the percentage of homework completed, as well as parents’, teachers’,
and students’ attitudes towards homework.
21
In this study, parents, students, and teachers responded to five questions
designed to measure their beliefs about homework and three questions posed to
measure their beliefs about specific effects of homework. For example, possible
responses to the question, “Do you think homework increases or decreases students’
interest in school?” were the following: decreases it a lot (scored 0); decreases it
some (scored 1); does not make a difference (scored 2); increases it some (scored 3);
increases it a lot (scored 4) (Cooper, Lindsay, Nye,& Greathouse, 1998).
In general, parents expressed positive attitudes toward homework. Further,
because this study was designed such that a specific student’s response could be
compared to the responses of both his/her teacher and parent or guardian, the study
revealed a positive correlation between upper-grade students’ attitudes towards
homework and those of their parents’.
Surprisingly, Cooper, Lindsay, Nye, and Greathouse (1998) claim, “This
study is the first to incorporate attitudes into an analysis of the homeworkachievement link” (p. 72). In their article they draw the following conclusion:
A second practical implication of this study derives
from its demonstration of the significant and stable role
that parental attitudes play in shaping students’ attitudes
toward homework and on the grades of older students.
School teachers and educational policymakers should
interpret these results to mean that efforts to improve
parent attitudes toward homework are likely to pay off.
The lack of positive effect of homework for some
22
students may be due, in part, to attitudes toward
homework held by parents that impede, or at least do
not support, their children’s full participation,
persistence, or commitment to completing assignments.
If teachers are not aware that parent beliefs are linked to
student homework performance, they may draw
unwarranted inferences about the lack of value of
particular assignments or homework in general
(Cooper, Lindsay, Nye, & Greathouse, 1998, p. 82).
Teachers’ Perceptions
The driving force behind the assigning of homework is, of course, teachers.
Each teacher embodies unique reasons to incorporate homework into his/her
curriculum. Whatever these reasons, there is a solid belief among middle school and
high school educators that this aspect of a student’s education holds benefits for
everyone involved: the student, the parents/guardians, and the classroom teacher.
This section of the Literature Review will examine the documentation of the existing
perception of educators regarding the following variables: (1) the purposes and
implied benefits of homework, (2) the designing of homework assignments, (3) the
assessment of homework, and (4) the affective factor that teachers believe may
considerably impact student completion of homework.
Consider first the many purposes of homework, which add value according to
classroom teachers. Most of these out-of-class tasks are assigned with one of three
purposes in mind: (1) practice, (2) preparation, or (3) extension. “Practice
23
assignments reinforce newly acquired skills or knowledge; preparation tasks provide
background information prior to delving into new curriculum; and extension
assignments encourage higher level thinking by applying previous learning” (Eddy,
1984, n.p.). These purposes offer unique opportunities for a student to increase
his/her knowledge base.
Teachers may perceive practice assignments as those which allow a student
the time to cement his/her understanding of new information that was gained during
the current day’s classroom instruction. It is possible that this previously learned skill
will be used when scaffolding to the next level of course work; thereby, the teacher
will deem it crucial that the student practice a skill prior to advancing to the next skill
level which may build upon the previous.
Teachers’ understanding of preparation assignments may include those
assignments which allow a student the opportunity to establish a framework in which
to place information (or skill) that will be learned next in the curriculum. This may
include readings, library research, or the collection of materials (Eddy, 1984). These
assignments add value to the classroom by tapping into any prior knowledge that may
exist relevant to the upcoming instruction.
Extension assignments may be perceived by a teacher as those which allow a
student the opportunity to engage in individualized and creative learning. These
homework assignments would be for students who have previously demonstrated
mastery of the required skills and can, thereby, tap into their higher order thought
processes. An extension homework assignment would be valuable when used as the
culminating portion of an academic unit thereby allowing the teacher to assess a
24
student’s ability to use and build upon several previously acquired skills from said
unit.
An on-line search revealed a final purpose of educators and the assigning of
homework, the attempt to satisfy and stay within the confines of a particular school’s
established homework policy. The importance of this purpose should not be
overlooked as each classroom teacher is assessed by his/her administrator. These
policies vary from school to school, but many of these policies are specific in stating
the time that students should expect to spend on homework each week whether
attending a private school or a public school. It is stated in the Henry Hudson Senior
Public School policy that students should expect to spend at least 5 hours each week
completing homework (Homework, 2005, Henry Hudson Senior Public). While at
Ipswich School, middle schoolers are expected to spend 5 to 7-1/2 hours each week
on homework, and high schoolers should expect to spend 7-1/2 to 20 hours each week
on homework (Homework, 2005, Ipswich Middle School). Teachers are generally
made aware of these policies and attempt to adhere to same by ensuring that the time
required to complete his/her homework assignments in combination with other
coursework assignments will not exceed the specified time allotment for homework.
These policies reveal the time constraints that are in place to moderate the length of
homework assignments, and, hopefully, urge classroom teachers to assign only value
added assignments which will have the most efficient impact upon a student’s
learning.
Consider next the perceptions of teachers when it comes to the designing of
homework. It is a commonly held perception of teachers that homework assignments
25
be relevant, value-adding, and potentially inviting to the student. This may not be
easily achieved for all educators. VanVoorhis (2001), a researcher who conducted an
Office of Educational Research and Improvement sponsored study, found there were
definite benefits when homework consisted of well-designed interactive assignments.
These benefits were multifold and included the potential for improving family
relations, attitudes toward the curriculum, and achievement. This shows us that it is
not merely the quantity of homework assignments, but the design of the assignment
that may truly add value to learning, which is our goal with this study.
Paulu (1995) considers teachers’ perceptions of the assessment of homework.
“Students are more apt to complete assignments and advance their learning when they
get consistent and constructive feedback” (p.18). This may not be a guideline that
some teachers follow, but other teachers may not be taking the time to provide
students with detailed evaluations.
A final consideration of this teacher-oriented section of our Literature Review
was revealed in Paulu’s guide Helping Your Students with Homework. Within this
guide the perception of a current classroom teacher was revealed as, “Half the reason
they (students) do the homework is because they like me. It’s not always because
they realize it’s in their best interest” (p. 23). This is a perception that many teachers
may not have realized and; therefore, some educators may not deem it important or
necessary to have students like them.
According to results of a recent study, “Teachers say that many students do
not complete homework and that they need more instruction and encouragement in
developing high quality homework assignments” (VanVoorhis, 2001, p. 4). This
26
shows the dire situation of educators, students, and parents. And as stated earlier, we
teachers are the driving force behind the assignment of homework; therefore, the
burden of change lies with us. A further exploration of these issues will discover
what changes need to be made and may also indicate how students and
parents/guardians can share in the decision making process. How can educators,
parents/guardians, and students come together to resolve this dilemma?
A review of the literature related to students, teachers, parents and guardians’
perceptions of the academic value of homework revealed that the assignment of
homework is a pervasive teaching strategy in the United States. Moreover, the general
public’s attitude toward homework has cycled between positive and negative several
times over the past one hundred years. Today, homework is generally held to have a
positive value with regard to a student’s learning, achievement, development of a
strong work ethic, and time management skills. Further, students’ attitudes toward
homework may be affected by the views of their teachers and parents/guardians.
27
Chapter Three
Statement of the Problem
In this age of high-stakes standardized testing, it is important that students
develop a deep understanding of relevant subject matter. In general, this level of
understanding is not being achieved, according to recent test scores (Beaton et al.,
1996). One plausible explanation for this underachievement is that too many students
assign little value to the regular and consistent completion of assigned homework. As
a first step in understanding why too many students underachieve academically, it is
important that we understand how students, teachers, parents and guardians perceive
the value of homework as it relates to students’ academic achievement.
Purpose of the Study
This study will be undertaken to investigate how teachers, their students, and
the student’s parent(s) or guardian(s) perceive the value of homework, as it relates to
deepening and broadening students’ understanding of material presented in the
classroom. The results of this investigation shall improve the lives and the academic
experiences of students, teachers, and parents and guardians.
Research Questions
The following questions will guide this study:
1. How do students perceive the value of homework, as it relates to individual
student academic success?
28
2. How do parents and guardians perceive the value of homework, as it relates to
individual student academic success?
3. How do teachers perceive the value of homework, as it relates to individual
student academic success?
Participants
The participants in this study include students, their mathematics teachers, and
parents or guardians. Specifically, the students and teachers will be recruited from
one eighth-grade and one eleventh-grade mathematics classes from the middle and
high schools within the Carthage Central School District, Carthage, NY 13619. It is
expected that the participants in this study will include the following:
1. Approximately 20 consenting eighth-grade mathematics students.
2. Approximately 20 consenting eleventh-grade mathematics students.
3. One consenting eighth-grade mathematics teacher.
4. One consenting eleventh-grade mathematics teacher.
5. Approximately 5 consenting parents or guardians of 5 students from the
eighth-grade mathematics class.
6. Approximately 5 consenting parents or guardians of 5 students from the
eleventh-grade mathematics class.
Carthage Central School is located in Jefferson County in the town of
Champion, New York, approximately 10 miles from the city of Watertown. The
district educates children from the communities of Carthage, West Carthage, Black
River, Great Bend and others within the town of Champion. The district is typical of
a small northern New York school district. The district consists of one high school
29
with an enrollment of 927, one middle school, grades 6, 7 and 8 enrollments of 243,
218 and 223 respectively, and three elementary schools. Total enrollment K-12 was
2959 as of 2003 (NYSDRCCIR, 2003). The total school district budget is currently
about $39 million with expenditure per pupil of $12,285 (District Budget 2003). In
2003 school year, there were 218 teachers in the district with an average class size of
about 20 (NYSDRCCIR, 2003). In the 2003 academic year, 170 students graduated
(including 7 with disabilities); of that amount 92 were issued Regents diplomas
(2003). In the same year there were 31 non-completers (3.4%) (2003). The staff at
the high school is approximately 90% tenured per P. L. Turner (personal
communication, July 29, 2005).
In the town of Champion in 1999, the median household income was $34,875
and the per capita income was $15,951 (Wikipedia 2005) In the town of Champion,
the population consists of 28% under the age of 18, 9% from the age of 18-24, 30%
from 25-41, 21% from 45-64 and 12% at or above 65 years. The median age is 35
(2005). The Town of Champion demographical information may be interpreted as
being fairly representative of the district although its exact domain is not just simply
the town of Champion line.
Criteria for Selection of the Participants
The study’s participants were selected based on the following:
1. Their willingness to participate.
2. Their willingness to record both qualitative and quantitative data in the
manner described within this study.
3. Their association with the Carthage Central School District.
30
Methodology
The method used in this investigation is teacher-originated action research, in
which the teachers are the researchers as well as the research instruments. As the
researchers will participate in the collection of data, conduct interviews, and review
the responses of the participants, this study is phenomenological in nature (Mills,
2003).
Rationale for the Methodology
Democratic, equitable, liberating, and enhancing, action research is a viable
method for discovering ways to improve the lives of children, understanding the
effects that teachers, parents, and guardians have on children, and improving the
design, development and implementation of excellent curriculum (Mills, 2003).
Procedure Used for Data Gathering and Analysis
During the first week of the current school year, all three groups—students,
teachers, parents and guardians—participating in this study will respond to a
questionnaire designed to ascertain and quantify the participants’ beliefs and affective
reactions to homework. This questionnaire will be similar to the one used by Cooper,
Lindsay, Nye, and Greathouse (1998). This questionnaire will contain 8 questions and
employ a Likert scale for scoring purposes. See Appendix A for a sample
questionnaire containing the 8 questions posed to participants during the first week of
the school year.
The teachers participating in this study shall record, on an assignment-byassignment basis, the particulars of individual homework given to their students in
their grade books. Moreover, the teachers will collect all individual student
31
assignments and quantify the approximate percentage of the assignment which the
teachers deem complete; the results of which shall be entered into the teachers’ grade
books. See Appendix B for the rubric used by the participating teachers to score each
participating student’s approximate percentage of homework completed on an
assignment-by-assignment basis.
At the end of the first, second, and third terms, students shall respond to
modified versions of 3 questions posed in the questionnaire completed during the first
week of the current school year. These questions shall be modified to reflect only the
specific term for which the students’ attitudes are being measured. See Appendix C
for a sample questionnaire containing the 3 questions posed to students at the
conclusion of the first 3 terms of the school year.
In this study, each student’s perception of the academic value of
homework will be measured in three ways:
1. Responses to 8 questions posed in a questionnaire presented at the beginning
of the current school year.
2. End-of-term averages—the mean—of the assignment-by-assignment scoring
of the approximate percentage of homework completed during the first,
second, and third terms of the current school year.
3. End-of-term responses concerning students’ beliefs about the academic value
of homework.
In addition to their responses to the questions posed in the questionnaire
presented at the beginning of the current school year, the two teachers participating in
this study will be interviewed by the researchers and will keep journals. The
32
videotaped interviews will be conducted to allow each teacher to fully convey their
valuation of homework. The teachers’ journal entries will focus on the value of each
homework assignment as it relates to the learning objectives of the corresponding
lesson.
In this study, each teacher’s perception of the academic value of
homework will be measured in three ways:
1. Responses to 8 questions posed in a questionnaire presented at the beginning
of the current school year.
2. Videotaped interview.
3. Journal entries.
In addition to their responses to the questions posed in the questionnaire presented
at the beginning of the current school year, the 10 parents or guardians participating
in this study will be interviewed by the researchers and will keep journals. The
videotaped interviews will be conducted to allow each parent or guardian to fully
convey his/her valuation of homework. Each parent or guardian’s weekly journal
entries will focus on the value of homework as it relates to the development of his/her
student’s study and time management skills.
In the study, each parent or guardian’s perception of the academic value of
homework will be measured in three ways:
1. Responses to 8 questions posed in a questionnaire presented at the beginning
of the current school year.
2. Videotaped interview.
3. Journal entries.
33
Timeline: Phase I – Understanding

July, 2005—Review literature. Pilot, and if necessary, revise all questions on
questionnaires. Meet with administration to discuss consent forms.

August, 2005—Complete review of literature. Submit, revise—if necessary,
and have all consent forms approved. Mail consent forms to participants. Meet
with teachers to set up grade books. Forward copies of the research proposal
to all participants and to the principal.

September, 2005—Follow-up with any participant who has not returned a
properly completed consent form. Meet with participating parents and
teachers to review their roles in this study.
Timeline: Phase II – Collection of Data

September, 2005—Deliver questionnaire to all participants. Collect all
questionnaires. Review and record all data gathered from the questionnaire.
Conduct videotaped interviews with the teacher, parents, and guardians
associated with the eighth-grade mathematics class.

October, 2005—Conduct videotaped interviews with the teacher, parents, and
guardians associated with the eleventh-grade mathematics class.

End of first term—Collect from each participating teacher his/her grade book
for the first term. For those students participating in this study, calculate the
mean percentage of homework completed based on the data recorded in the
appropriate teacher’s grade book. Have participating students respond to the 3
questions measuring student’s affective reaction to homework contained on
34
the first term’s questionnaire. On a student-by-student basis, record the data
generated by the students’ responses to the first term’s questionnaire.

End of second term-- Collect from each teacher participant his/her grade book
for the second term. For those students participating in this study, calculate the
mean percentage of homework completed based on the data recorded in the
appropriate teacher’s grade book. Have participating students respond to the 3
questions measuring student’s affective reaction to homework contained on
the second term’s questionnaire. On a student-by-student basis, record the data
generated by the students’ responses to the second term’s questionnaire.

End of third term-- Collect from each teacher participant his/her grade book
for the first term. For those students participating in this study, calculate the
mean percentage of homework completed based on the data recorded in the
appropriate teacher’s grade book. Have participating students respond to the 3
questions measuring student’s affective reaction to homework contained on
the third term’s questionnaire. On a student-by-student basis, record the data
generated by the students’ responses to the third term’s questionnaire.

April, 2006—Assemble data from the study. Generate visuals to identify and
label emerging themes.
Data Management Procedure
Our team plans to manage our incoming data in the following ways:
1. As we review the questionnaires, we will be identifying and labeling the
common themes that are present. After these themes have been identified, we
35
will cut and paste the common themes onto index cards. This will allow us to
refine the responses even further by grouping the cards by theme.
2. Prior to conducting each videotaped interview, the machine’s counter will be
reset to zero. While viewing these interviews, we will be making notes of the
similar themes that become evident, noting specific locations of each on the
tape, itself, as indicated by the counter. After the machine has been stopped
and data has been recorded, play will be resumed as the counter picks up at
this point. At the end of the tape, the end count will be noted. This will allow
for less time-consuming retrieval of data at a later time and will support the
validity of our data.
3. The quantitative data that will be retrieved from the teachers’ grade books will
be assembled into histograms which will provide a means to correlate the data
(e.g., “Homework Completion Rate” as measured by the number of students
in the corresponding percentages). See Appendix D for a sample histogram.
4. After we receive the journals from the parents and/or guardians, we will,
again, be looking to identify and label common themes that emerge. We will
take the time to number the lines and pages of these journals to assist us in the
accurate recording of data. The themes will then be highlighted, clipped, and
pasted to index cards. These cards will be grouped by theme.
Data Analysis
Given the qualitative nature of our study, the data will be analyzed using
inductive analysis and constant comparative analysis. Employing both of these
techniques will allow the embedded themes within the data to emerge. Moreover,
36
utilization of these analytical strategies will limit the team’s tendency to prejudge the
evidence allowing the conclusions reached to be a true reflection of the collected data.
Data Management and Validity
We believe our analysis will prove to be valid due to the following methods we
will be practicing:
1. Prolonged participation at the study site: We will be analyzing three grading
periods of homework grades which will prove to be more indicative than
simply analyzing student results from just one assignment.
2. Persistent observation: Because we will be attempting to ascertain attitudes
and perceptions regarding homework assignments, we will be interested in all
gathered data and not simply the overall majority’s statements. Our answer to
the problem may lay within the mind of one very perceptive student/parent
who is able to verbalize his/her ideas.
3. Peer debriefing: We will be working hand-in-hand with several other
teaching professionals (8th grade and 11th grade mathematics teachers) who,
we hope, will help guide us and assist us in our search. These educators will
prove valuable in providing further insight into their curriculum requirements
and will ensure we have not misrepresented the data they have provided.
4. Practicing triangulation: We will be utilizing three types of data gathering
methods for each of the following groups of participations: 1.) teachers, 2.)
parents/guardians, and 3.) students.
37
5. Collecting “slice-of-life” data items: We will be collecting actual homework
grades and test scores which have been generated prior to the students
realizing they are participants in a study.
6. Establishing structural corroboration: Since we will be working as a 3member team, we plan to crosscheck data in efforts to reduce individual
oversight.
Role of the Researcher
In this investigation, the researchers are the research instrument and are
limited by their knowledge, experience, and personal biases. During this study, the
researchers will execute the following:
1. Recruit consensually-informed participants.
2. Pilot the questions used in interviews and on questionnaires to assure their
appropriateness and effectiveness in answering the questions guiding this
study.
3. Conduct interviews with teachers, parents, and guardians.
4. For the purposes of gathering data and discerning affective attitudes toward
homework, the researchers will read the participants journals, take appropriate
field notes during observations and interviews, review the videotaped
interviews and journals, and analyze the collected data.
5. For the purpose of holding each participant harmless and to maintain
confidentiality during this investigation, the researchers will control the data
generated during this study.
38
6. Based on the conclusion(s) reached at the end of this investigation, the
researchers shall develop an action plan that when implemented will improve
the lives and academic experiences of students, teachers, parents, and
guardians.
Reliability
We will attempt to ensure reliability while conducting our study in the following
ways:
1. Member checks: Videotaping interviews will allow us, the observers, the
ability to review interviews multiple times to ensure we agree on the
interviewee’s true meaning with regard his/her responses to our line of
questioning.
2. Heterogeneous grouping: We are planning to randomly select participants
from the 8th and 11th grades so as not to skew our responses by using only
select students. This will ensure a more heterogeneous grouping of
participants.
3. Triangulation: By collecting data from multiple sources, we are hoping to
gather the needed information in a multitude of ways to allow us to get a
distinct look into our problem.
4. Peer checks: Appropriate professionals within the setting of the Carthage
School District will be called upon to review our procedures and analyze our
collected data and interpretation of same. Allowing them full access to our
documentation will enable them to critically comment on the conclusion(s) we
39
have drawn, thereby, potentially reducing the innate teacher-researchers’
bias(es).
Audit Trail
Establishing an audit trail will ensure the dependability of our acquired data,
its analysis, and interpretation. This audit trail will include, but not be limited to, a
narrative journal containing a description of the processes containing original field
notes, the videotape records of included interviews, and archival data in the form of
each teacher’s assessment of his/her students’ homework completion rates (Mills,
2003). See Appendix G for the researchers’ narrative journals.
40
References
Balli, S. J., (1997). When Mom and Dad Help: Student Reflections on Parent
Involvement with Homework. Paper presented at the Annual Meeting of the
American Education Research Association, Chicago IL.
Beaton, A.E., Mullis, I.V.S., Martin, M.O., Gonzalez, D.L., Smith, K., Smith, T.A.,
(1996). Mathematics achievement in the middle school years: IEA’s third
international mathematics and science study. Chestnut Hill, MA: Center for the
Study of Testing, Evaluation, and Education Policy, Boston College.
Brase, C. H.& Brase, C. P. (2001). Understanding basic statistics. Boston, MA:
Houghtin Mifflin Company.
Carthage Central School BOE. (2005, May). Proposed Budget 2005-2006. Retrieved
July 30, 2005, from http://www.carthagecsd.org/do/New%20Budget.pdf
Collins, J.W. & O’Brien, P.N. (Eds.), (2003). The Greenwood dictionary of
education. Westport, CT: Greenwood Press.
Cooper, H. (1989). Homework. White Plains, NY: Longman.
Cooper, H., Lindsay, J. J., Nye, B., & Greathouse, S. (1998). Relationships among
attitudes about homework, amount of homework assigned and completed, and
student achievement. Journal of Educational Psychology, 90, 70-83.
Demographics. (2005, July). Wikipedia Encyclopedia. Retrieved July 30, 2005, from
http://en.wikipedia.org/wiki/Champion%2C_New_York
41
Eddy, Y. (1984). Developing homework policies. Urbana, IL: ERIC Clearinghouse
on Elementary and Early Childhood Education. (ERIC Document Reproduction
Service No. ED256473).
Friesen, C.D. (1978). The results of surveys, questionnaires and polls regarding
homework. University of Iowa, IA: U.S. Department of Health, Education &
Welfare, National Institute of Education. (ERIC Document Reproduction Service
No. ED159174).
Homework policy (2005). Retrieved July 13, 2005 from Henry Hudson Senior Public
School Website: http: //schools.tdsb.on.ca/HenryHudson/admin-homework.htm.
Homework policy (2005). Retrieved July 13, 2005 from Ipswich School Website:
http://www.ipswich.suffolk.sch.uk/html/homework1.html.
Kraus, S. J. (1995). Attitudes and the prediction of behavior: A meta-analysis of the
empirical research. Personality and Social Psychology, 21, 58-75.
Lacina-Gifford L., Gifford R. B., (2004). Putting an end to the battle over homework.
Education 125, 279-282.
Mills, G. E. (2003). Action research: A guide for the teacher researcher. Upper
Saddle River, NJ: Merrill Prentice Hall.
New York State District Comprehensive Informational Report. (2004). New York
State Education Dept. Retrieved July 30, 2005, from
http://www.emsc.nysed.gov/repcrd2004/cir/222201060000.pdf
North, S., (2002). Homework; Re-examining the routine. ELT Journal, 56, 137-145
Paulu, N. (1995). Helping your child with homework. Washington, D.C.: U.S.
Department of Education, Office of Educational Research and Improvement.
42
Peng, S. S. & Wright, D. (1994). Explanation of academic achievement of Asian
American students. Journal of Educational Research, 87, 346-352.
Required Element of Informed Consent. 2004. Retrieved July 21, 2005 from the
University of South Florida, Office of Research Website:
http://www.research.usf.edu/requiredelements.htm.
Van Voorhis, F.L. (2001). Teachers’ use of interactive homework and its effect on
family involvement and science achievement of middle grade students. Baltimore,
MD: Johns Hopkins University, Center on School, Family, and Community
Partnerships.
43
Appendices
44
Appendix A
Questionnaire: Students’ Initial Perception of the Academic Value of Homework.
Dear student,
Again, thank you for participating in our study entitled Can’t We All Just Get
Along? Discovering and Reducing Roadblocks that Prevent Students from
Completing Homework Assignments, which seeks to answer the question: How do
students, teachers, parents and guardians perceive the academic value of homework?
This study is being conducted with participants—students, teachers, parents, and
guardians—associated with two eighth-grade and two eleventh-grade mathematics
classes in the Carthage Central School District.
The first five questions in this questionnaire are designed to measure your
affective reaction to homework and your perception of your teachers and your parents
or guardian’s academic valuation of homework. The last three questions are designed
to measure your beliefs about some of the possible effects of homework. In answering
these questions, please circle the response that you feel most appropriately describes
your feelings or beliefs. The scoring listed next to each response is used only as a
means of quantifying responses.
At the end of the questionnaire, please sign your name. To protect your
identity and to ensure confidentiality throughout this study, please enclose your
completed questionnaire in the unmarked envelope provided to you.
Sincerely,
Joe Boyle, Rick Gilchrist, and Paula Spaulding
45
1. In general, how do you feel about homework?
a) Don’t like it at all (scored 0).
b) Dislike it some (scored 1).
c) Neither like nor dislike (scored 2).
d) Like it some (scored 3).
e) Like it very much (scored 4).
2.
Do you think homework increases or decreases students’ interest in school?
a) Decreases it a lot (scored 0).
b) Decreases it some (scored 1).
c) Does not make a difference (scored 2).
d) Increases it some (scored 3).
e) Increases it a lot (scored 4).
3.
Homework has significant academic value.
a) Strongly disagree (scored 0).
b) Disagree (scored 1).
c) Neither disagree nor agree (scored 2).
d) Agree (scored 3).
e) Strongly agree (scored 4).
46
4.
My parent(s) or guardian(s) believe(s) that homework has significant
academic value.
a) Strongly disagree (scored 0).
b) Disagree (scored 1).
c) Neither disagree nor agree (scored 2).
d) Agree (scored 3).
e) Strongly agree (scored 4).
5.
My teacher believes that homework has significant academic value.
a) Strongly disagree (scored 0).
b) Disagree (scored 1).
c) Neither disagree nor agree (scored 2).
d) Agree (scored 3).
e) Strongly agree (scored 4).
6.
In the past, homework helped me to learn the material covered in class.
a) Did not help at all (scored 0).
b) Helped a little (scored 1).
c) Helped very much (scored 2).
7.
In the past, homework helped me to develop my study skills.
a) Did not help at all (scored 0).
b) Helped a little (scored 1).
c) Helped very much (scored 2).
47
8.
In the past, homework helped me to learn to manage my time.
a) Did not help at all (scored 0).
b) Helped a little (scored 1).
c) Helped very much (scored 2).
Name:___________________________________________________
48
Questionnaire: Teachers’ Initial Perceptions of the Academic Value of Homework.
Dear teacher,
Again, thank you for participating in our study entitled Can’t We All Just Get
Along? Discovering and Reducing Roadblocks that Prevent Students from
Completing Homework Assignments, which seeks to answer the question: How do
students, teachers, parents and guardians perceive the academic value of homework?
This study is being conducted with participants—students, teachers, parents, and
guardians—associated with two eighth-grade and two eleventh-grade mathematics
classes in the Carthage Central School District.
The first five questions in this questionnaire are designed to measure your
affective reaction to homework and your perception of your students and their parents
or guardian’s academic valuation of homework. The last three questions are designed
to measure your beliefs about some of the possible effects of homework. In answering
these questions, please circle the response that you feel most appropriately describes
your feelings or beliefs. The scoring listed next to each response is used only as a
means of quantifying responses.
At the end of the questionnaire, please sign your name. To protect your
identity and to ensure confidentiality throughout this study, please enclose your
completed questionnaire in the unmarked envelope provided to you.
Sincerely,
Joe Boyle, Rick Gilchrist, and Paula Spaulding
49
1. In general, how do you feel about homework?
a) Don’t like it at all (scored 0).
b) Dislike it some (scored 1).
c) Neither like nor dislike (scored 2).
d) Like it some (scored 3).
e) Like it very much (scored 4).
2.
Do you think homework increases or decreases students’ interest in school?
a) Decreases it a lot (scored 0).
b) Decreases it some (scored 1).
c) Does not make a difference (scored 2).
d) Increases it some (scored 3).
e) Increases it a lot (scored 4).
3.
Homework has significant academic value.
a) Strongly disagree (scored 0).
b) Disagree (scored 1).
c) Neither disagree nor agree (scored 2).
d) Agree (scored 3).
e) Strongly agree (scored 4).
50
4.
My students’ parent(s) or guardian(s) believe that homework has significant
academic value.
a) Strongly disagree (scored 0).
b) Disagree (scored 1).
c) Neither disagree nor agree (scored 2).
d) Agree (scored 3).
e) Strongly agree (scored 4).
5.
My students believe that homework has significant academic value.
a) Strongly disagree (scored 0).
b) Disagree (scored 1).
c) Neither disagree nor agree (scored 2).
d) Agree (scored 3).
e) Strongly agree (scored 4).
6.
In the past, homework helped me learn the material covered in class.
d) Did not help at all (scored 0).
a) Helped a little (scored 1).
b) Helped very much (scored 2).
7.
In the past, homework helped me to develop my study skills.
a) Did not help at all (scored 0).
b) Helped a little (scored 1).
c) Helped very much (scored 2).
51
8.
In the past, homework helped me to learn to manage my time.
a) Did not help at all (scored 0).
b) Helped a little (scored 1).
c) Helped very much (scored 2).
Name:___________________________________________________
52
Questionnaire: Parent’s/Guardian’s Initial Perception of the Academic Value of
Homework.
Dear parent or guardian,
Again, thank you for participating in our study entitled Can’t We All Just Get
Along? Discovering and Reducing Roadblocks that Prevent Students from
Completing Homework Assignments, which seeks to answer the question: How do
students, teachers, parents and guardians perceive the academic value of homework?
This study is being conducted with participants—students, teachers, parents, and
guardians—associated with two eighth-grade and two eleventh-grade mathematics
classes in the Carthage Central School District.
The first five questions in this questionnaire are designed to measure your
affective reaction to homework and your perception of your student’s and their
teachers’ academic valuation of homework. The last three questions are designed to
measure your beliefs about some of the possible effects of homework. In answering
these questions, please circle the response that you feel most appropriately describes
your feelings or beliefs. The scoring listed next to each response is used only as a
means of quantifying responses.
At the end of the questionnaire, please sign your name. To protect your
identity and to ensure confidentiality throughout this study, please enclose your
completed questionnaire in the unmarked envelope provided to you.
Sincerely,
Joe Boyle, Rick Gilchrist, and Paula Spaulding
53
1.
In general, how do you feel about homework?
a) Don’t like it at all (scored 0).
b) Dislike it some (scored 1).
c) Neither like nor dislike (scored 2).
d) Like it some (scored 3).
e) Like it very much (scored 4).
2.
Do you think homework increases or decreases students’ interest in school?
a) Decreases it a lot (scored 0).
b) Decreases it some (scored 1).
c) Does not make a difference (scored 2).
d) Increases it some (scored 3).
e) Increases it a lot (scored 4).
3.
Homework has significant academic value.
a) Strongly disagree (scored 0).
b) Disagree (scored 1).
c) Neither disagree nor agree (scored 2).
d) Agree (scored 3).
e) Strongly agree (scored 4).
54
4.
My student believes that homework has significant academic value.
a) Strongly disagree (scored 0).
b) Disagree (scored 1).
c) Neither disagree nor agree (scored 2).
d) Agree (scored 3).
e) Strongly agree (scored 4).
5.
My student’s teacher believes that homework has significant academic value.
a) Strongly disagree (scored 0).
b) Disagree (scored 1).
c) Neither disagree nor agree (scored 2).
d) Agree (scored 3).
e) Strongly agree (scored 4).
6.
In the past, homework helped me to learn the material covered in class.
a) Did not help at all (scored 0).
b) Helped a little (scored 1).
c) Helped very much (scored 2).
7.
In the past, homework helped me to develop my study skills.
a) Did not help at all (scored 0).
b) Helped a little (scored 1).
c) Helped very much (scored 2).
55
8.
In the past, homework helped me to learn to manage my time.
a) Did not help at all (scored 0).
b) Helped a little (scored 1).
c) Helped very much (scored 2).
Name:___________________________________________________
56
Appendix B
For the purpose of this study, the percentage of homework completed by
individual students will be scored by their appropriate teacher as follows:
(0): Student did not pass in his/her assignment.
(1): Student completed or attempted to complete approximately 25% of the
assignment.
(2): Student completed or attempted to complete approximately 50% of the
assignment.
(3): Student completed or attempted to complete approximately 75% of the
assignment.
(4): Student completed or attempted to complete approximately 100% of the
assignment.
57
Appendix C
Questionnaire: Students’ End-of-Term Beliefs Concerning Possible Effects of
Homework
Dear student,
Again, thank you for participating in our study entitled Can’t We All Just Get
Along? Discovering and Reducing Roadblocks that Prevent Students from
Completing Homework Assignments, which seeks to answer the question: How do
students, teachers, parents and guardians perceive the academic value of homework?
This study is being conducted with participants—students, teachers, parents, and
guardians—associated with two eighth-grade and two eleventh-grade mathematics
classes in the Carthage Central School District.
The three questions on the questionnaire are designed to measure your beliefs
about some of the possible effects of homework. In answering these questions, please
circle the response that you feel most appropriately describes your feelings or beliefs.
The scoring listed next to each response is used only as a means of quantifying
responses.
At the end of the questionnaire, please sign your name. To protect your
identity and to ensure confidentiality throughout this study, please enclose your
completed questionnaire in the unmarked envelope provided to you.
Sincerely,
Joe Boyle, Rick Gilchrist, and Paula Spaulding
58
1.
During the past term, homework helped me to learn the material covered in
class.
e) Did not help at all (scored 0).
f) Helped a little (scored 1).
g) Helped very much (scored 2).
2.
During the past term, homework helped me to develop my study skills.
d) Did not help at all (scored 0).
e) Helped a little (scored 1).
f) Helped very much (scored 2).
3.
During the past term, homework helped me to learn to manage my time.
d) Did not help at all (scored 0).
e) Helped a little (scored 1).
f) Helped very much (scored 2).
Name:___________________________________________________
59
Appendix D
Parental/Guardian Permission
You are being asked to consider whether or not you will allow your child to
take part in our research study. Please review the following carefully as it contains
information that may help you to make this important decision. Kindly feel free to
contact the researchers at Carthage Central School District if you should have any
questions.
Title of Research Study: “Can’t We All Just Get Along? Discovering and Reducing
Roadblocks that Prevent Students from Completing Homework Assignments”
Person(s) in Charge of Study: Joseph Boyle, Richard Gilchrist, and Paula Spaulding
Where the Study will be Done: Carthage High School, Martin Street Road, West
Carthage, NY 13619
General Information about the Research Study: The purpose of this study is to better
understand perceptions of homework according to the following: 1) students,
2) parents, and 3) teachers. This information will then be used to alter and
improve the classroom experiences of the participants.
Your child is being asked to participate because her/his ideas about homework
assignments may help the researchers to better understand any changes to be
made in the area of homework.
Plan of Study: Each participating student will be required to do the following: 1)
Respond to a questionnaire about homework at the beginning of the school
year, 2) Understand that the researchers will be looking at the percentage of
60
homework that he/she has completed, 3) Respond to a questionnaire about
homework at the end of the first 3 marking periods of this school year.
Students will complete these requirements during the school’s regularly
scheduled Fifth Block.
Payment for Participation: You or your child will not be paid for your child’s
participation in this study.
Potential Benefits to Taking Part in this Research Study: By taking part in this
research study, your child will assist the researchers in understanding the
changes needed to help students receive more valuable and engaging
homework assignments.
Risks of Being a Part of this Research Study: There are no known risks to your child
while being a participant of this study.
Confidentiality of Your Child’s Records: We will keep the records of this study
private by coding the student documents to avoid the use of actual student
names.
However, certain people may need to see your child’s study records.
By law, anyone who looks at your child’s records must keep them
confidential. The only people who will be allowed to see these records are:
A.
The researchers
B.
People who make sure that we are doing the study in the right way.
They may also make sure that we protect your child’s rights and
safety:
a. CSD Institutional Review Board (IRB) and their staff
61
b. Others may include:
i. People at CSD who oversee research
ii. 8th grade and 11th grade CSD Mathematics teachers while
providing data
The results of this study may be published. However, the data obtained from
your child will be combined with data from other children in the publication.
The published results will not include your child’s name or any other
information that would personally identify your child in any way.
Volunteering to Take Part in this Research Study: Your decision to allow your child
to participate in this research study must be completely voluntary. You are
free to allow your child to participate in this research study or to withdraw
him/her at any time. If you choose not to allow your child to participate or if
you remove your child from the study, there will be no penalty or loss of
benefits that you or your child are entitled to receive.
Questions and Contacts: If you have any questions about this research study, please
feel free to contact the following: 1) Richard Gilchrist at 555-1212, 2) Paula
Spaulding at 555-1212, or 3) Joe Boyle at 555-1212.
62
Consent for Child to Take Part in this Research Study
I freely give my permission to let my child take part in this study. I understand
that this is research. I have received a copy of this consent form.
______________________
Signature of Parent
Or Child Taking Part in Study
______________________ ____________
Printed Name of Parent
Date
______________________
Signature of Person
Obtaining Consent
______________________ ____________
Printed Name of Person
Date
Obtaining Consent
______________________
Signature of Witness
______________________ ____________
Printed Name of Witness
Date
Statement of Person Obtaining Informed Consent
I certify that participants have been provided with an informed consent form that has
been approved by the Carthage School District’s Internal Review Board and that
explains the nature, demands, risks, and benefits involved in participating in this
study. I further certify that a phone number has been provided in the event of
additional questions.
______________________
Signature of Person
Obtaining Consent
______________________ ____________
Printed Name of Person
Date
Obtaining Consent
63
Assent to Participate in Research
Information for Individuals under the Age of 18 Who are being Asked to take Part in
Research Studies
CAN’T WE ALL JUST GET ALONG? DISCOVERING AND REDUCING
ROADBLOCKS THAT PREVENT STUDENTS FROM COMPLETING
HOMEWORK ASSIGNMENTS
WHY AM I BEING ASKED TO TAKE PART IN THIS RESEARCH?
You are being asked to take part in a research study about homework. You are being
asked to take part in this research study because you are often asked by teachers to
complete homework. If you take part in this study, you will be one of about 40
students in this study.
WHO IS DOING THE STUDY?
The people in charge of this study are Joseph Boyle, Richard Gilchrist, and Paula
Spaulding of SUNY Potsdam. They are being guided in this research by Dr.
Valentine.
WHAT IS THE PURPOSE OF THIS STUDY?
By doing this study, we hope to learn how students, parents/guardians, and teachers
perceive the value of homework as it relates to the material presented in the
classroom.
WHERE IS THE STUDY GOING TO TAKE PLACE AND HOW LONG
WILL IT LAST?
64
This study will take place at Carthage Central School. You will be asked to come to
Room 213 for a total of three times during the study. Each of those visits will take
about 15 minutes. The total amount of time you will be asked to volunteer for this
study is 45 minutes of the next school year.
WHAT WILL I BE ASKED TO DO?
We will ask you to complete an 8-question questionnaire regarding homework.
WHAT UNPLEASENT THINGS MIGHT HAPPEN?
To the best of our knowledge, the things you will be doing will not harm you or cause
you any additional unpleasant experience.
WILL SOMETHING GOOD HAPPEN IF I TAKE PART IN THIS STUDY?
We cannot promise you that anything good thing will happen if you decide to take
part in this study.
DO I HAVE TO TAKE PART IN THIS STUDY?
If you do not think you want to take part in this study, you should talk this over with
your parents and decide together.
IF I DON’T WANT TO TAKE PART IN THIS STUDY, WHAT WILL
HAPPEN?
If you do not want to be in the study, nothing else will happen.
WILL I RECEIVE ANY REWARDS FOR TAKING PART IN THIS STUDY?
You will not receive any reward for taking part in this study.
WHO WILL SEE THE INFORMATION I GIVE?
Your information will be added to the information from other people taking part in
the study so no one will know who you are.
65
CAN I CHANGE MY MIND AND QUIT?
If you decide to take part in the study, you still have the right to change your mind
later. No one will think badly of you if you decide to quit. Also, the people who are
running this study may need for you to stop. If this happens, they will tell you why.
WHAT IF I HAVE QUESTIONS?
You can ask questions about this study at any time. You can talk with your parents or
other adults that you trust about this study. You can talk with the people who are
asking you to volunteer. If you think of other questions later, you can ask them.
Assent to Participate
I understand what the people running this study is asking me to do. I have thought
about this and agree to take part in this study.
___________________________________________
Name of person agreeing to take part in the study
___________________
Date
___________________________________________
Name of person providing information to subject
___________________
Date
(Adapted from University of South Florida, 2004.)
66
Appendix F
Joseph Boyle’s Audit Trail Journal
July 8, 2005

Attended first session of GRED 660 in which Dr. Valentine presented Teacher
Action Research notes.
o Received Outlines and Instructions for research paper
o Assigned to group to propose research that investigates the issue of
homework among secondary students. The group had some discussion
as to the development of the paper’s thesis statement.
o Group members are myself, Paula Spaulding and Richard Gilchrist

Group members began chapter one of the research paper and completed a
rough draft of four paragraphs of chapter one.
July 9, 2005

Attended a presentation given by Holly Chambers in the Crumb library
o Reviewed research tools on the network
o Began research using ERIC, Gale Virtual Reference Library, and
others

Obtained the following article

Relationships Among Attitudes About Homework,
Amount of Homework Assigned and Completed, and
Student Achievement – Cooper, Lindsay, Nye and
Greathouse
67
o Requested the following articles: Who’s Childhood? The Politics of
Homework - Smith; Homework, Re-examining the routine – North
July 10, 2005

Read the Cooper, Lindsay, Nye and Greathouse article, took notes and
highlighted main points of article, began list of defined terms

Reviewed and outlined APA citation and began recording notes, quotations
with the appropriate citations.
July 11, 2005

Received through interlibrary loan, printed the following articles: Whose
Childhood? The Politics of Homework - Smith; Homework, Re-examining
the routine – North

Began reviewing the North article. Recorded several quotations with
appropriate citations
July 15, 2005

Continued to research articles through Crumb Library ILL and online search
tools. Obtained the following articles: Putting an End to the Battle Over
Homework, Lacina-Gifford and Gifford

Completed review of Smith article

Compiled a list of assumptions

Received the following article from P. Spaulding When Mom and Dad Help:
Student Reflections on Parent Involvement with Homework, Balli

Began the Citiprogram assigned reading finished the Belmont Report and
Module I
68
July 16, 2005

Group discussed the status of the document including the Assumptions,
Limitations, Participants, and Criteria for the Selection of Participants,
Methodology, Rationale for Methodology, and Procedure used for Gathering
Data.

Group members were assigned to work on portions of the document.

Completed review of remaining research articles

Began first draft of the Literature Review
July 22, 2005

Met as a group to review the status of the document

At the request of R. Gilchrist, I began researching socio-economic statistics
for the Town of Champion and general statistics for the Carthage Central
School District

Completed the first draft of the literature review

Received and reviewed the literature review section of P. Spaulding and R.
Gilchrist.

Submitted copies of literature review to Spaulding and Gilchrist for review
July 23, 2005

Met as a group to review the status of the document

Incorporated my draft of the literature review into the main document

Met with Dr. Valentine to present the draft copy of the Research Proposal.
Took notes made preparations for editing.
69

Group decided that Boyle would edit the main document as per suggestions by
Dr. Valentine
July 25, 2005

Edited main document and sent copy to Gilchrist
August 1, 2005

The group scheduled to meet at SUNY Potsdam. I was absent due to an
emergency
August 4, 2005

Met with group to edit and finalize the Research Proposal and the PowerPoint
presentation

Incorporated and edited the Carthage School District demographical section in
to the final document

Completed the remaining Citigroup modules

Reviewed final copy of PowerPoint presentation, created cue notes in
preparation for final presentation
August 5, 2005

Group presentation of the final research proposal at SUNY Potsdam to the
Educational Research class and Dr. Valentine.
70
Rick Gilchrist’s Audit Trail Journal
July 8, 2005

Attended first class of GRED 660: Education Research. Groups were formed
based on common areas of interest. The members of our group are Joe Boyle,
Paula Spaulding, and Rick Gilchrist. Our team seeks to answer the following
question: How do students, teachers, parents and guardians perceive the
academic value of homework?

Dr. Valentine presented Teacher Action Research from a historical,
theoretical, and practical perspective.

Reviewed the outline and format for Teacher Action Research reports.

Group members discussed and outlined the particulars of the study, writing
the first draft of the following sections of our document:
Statement of the Problem
Purpose of the Study
Research Questions
Rationale
July 9, 2005

Attended a discussion, in the Crumb Library, lead by Ms. Holly Chambers
and hosted by Dr. Valentine. This presentation focused on appropriate and
practical methods of performing literature reviews of pertinent research
documents. Also, performing searches on ERIC was discussed in depth.
71
July 11, 2005

Started literature search and review of research documents related to parents
and guardians’ perception of the academic value of homework.

Rewrote the Statement of the Problem, Purpose of the Study, Research
Questions, and Rationale sections of our document. In particular, broke our
initial research question into the following 3 distinct questions:
How do students perceive the value of homework, as it relates to individual
student success?
How do parents and guardians perceive the value of homework, as it relates to
individual student success?
How do teachers perceive the value of homework, as it relates to academic
success?
July 12, 2005

Met with Dr. Valentine to review our document and discuss preliminary
results of my literature review.

Rewrote Rationale portion of our document, based on Dr. Valentine’s input.

Continued literature search.
July 13, 2005

Met with Mr. Frank Moulton of the Crumb Library staff to discuss methods
for both expanding and refining my search parameters for my literature
review. Further, received instruction on locating and printing documents
stored on microfiche.
72

Selected papers authored by Friesen—The Results of Surveys, Questionnaires
and Polls Regarding Homework—and Cooper, Lindsay, Nye, &
Greathouse—Relationships among Attitudes about Homework, Amount of
Homework Assigned and Completed, and Student Achievement—as
appropriate documents pertinent to attitudes about homework from a historical
basis.

Wrote introduction to group’s Review of Literature section of the document.

Started list of terms to be defined.
July 14, 2005

Continued literature search, locating and selecting documents by Cooper—
Homework—and Kraus—Attitudes and the Prediction of Behaviors: A MetaAnalysis of the Empirical Research—as appropriate.

Wrote first draft of my review of literature.

Met with Dr. Valentine to discuss progress and review document.

Outlined Assumptions portion of our document.

Revised introduction to Literature Review and Parents’ Perceptions portions
of the document.
July 16, 2005

As a group, discussed status of the document.

As a group, discussed the Assumptions, Limitations, Participants, Criteria for
Selection of Participants, Methodology, Rationale for the Methodology, and
Procedure Used for Gathering Data portions of the document.

Assigned group members portions of the document to be completed.
73

Agreed to meet on July 21, 2005 to discuss progress, incorporate assigned
sections, and make appropriate revisions to our document.
July 18, 2005

Selected the 1996 TIMMS report and Explanation of Academic Achievement
of Asian American Students by Peng & Wright as appropriate material to be
incorporated into Parent’s Perceptions portion of the Review of Literature
section.

Completed second draft of Parent’s Perception portion of the Literature
Review.

Copied Statement of the Problem, Purpose of the Study, and Research
Questions from Chapter One into Chapter Three of our document.

Wrote Limitations, Participants, Criteria for the Selection of Participants,
Methodology, and Rational for the Methodology portions of our document.

Started reference list after reviewing APA format requirements.

Added the definitions of terms related to my portions of the document to
Definition of Terms section of the document.
July 19, 2005

Met with Dr. Valentine to review our document.

Based on Dr. Valentine’s input, revised our document by rewriting Criteria,
Methodology, and Rational for the Methodology sections. Moved original
Methodology section to Procedure section after making appropriate revisions.

Wrote Summary, Delimitations, and Role of the Researcher portions of the
document.
74
July 20, 2005

Met with Dr. Valentine to discuss APA format questions, review changes to
the document, and discuss format for Timelines portion of the document.

Started Timelines portion of document.
July 22, 2005

Met with Joe Boyle and Paula Spaulding at the Crumb Library to review the
status of our document.

Met with Paula Spaulding and Dr. Valentine to discuss and review Paula’s
Review of the Literature, Data Management Procedure, Data Analysis, Data
Management and Validity, and Reliability sections of our document.

Following the review by Dr. Valentine, met with Paula to refine appropriate
sections of our document.
July 23, 2005

Met with Paula Spaulding and Joe Boyle at the Crumb Library to incorporate
Joe’s portion of the literature review into the document, add Paula’s Audit
Trail section to the document, and revise the document as needed,

As a group, met with Dr. Valentine to discuss the document, while noting
changes she deemed as either necessary or appropriate.
July 25, 2005
75

Started and completed the Citi Program which is related to research involving
humans and the Belmont Report entitled Ethical Principals and Guidelines for
the Protection of Human Subjects of Research.
July 26, 2005

Completed reading Action Research: A Guide for the Teacher Researcher by
G.E. Mills.
July 27, 2005

Identified the material necessary to create appendices A through C.

Created rough draft of appendices A through C.
July 29, 2005

Added items 6 & 7 to the Assumptions section of our document.

Reviewed document.

Added Likert Scale and Correlation Coefficient to Definition of Terms portion
of the document, along with the corresponding definitions and necessary
citations and references.

Updated text to reflect the correct corresponding appendix designations.

Finished Timeline-1 and -2.

Revised appendices A through C.
August 1, 2005

Generated sample histogram using Geometer’s Sketchpad program.

Met with Paula Spaulding in the Crumb Library to discuss items requiring
completion within our document.
76

Wrote conclusion to the Review of Literature portion of our document.

With Paula Spaulding, met with Dr. Valentine to discuss proposed changes to
the document, the final presentation of our work, and submission of our
document.

Revised Appendix A and Appendix B.
August 3, 2005

Revised Appendix C.
August 4, 2005

Revised Appendix D.

Met with group to make final revisions to the document ant to review the
PowerPoint presentation she prepared.
Paula Spaulding’s Audit Trail Journal
July 8, 2005
•
Our group membership was determined: Paula Spaulding, Richard Gilchrist, and
Joe Boyle. This was determined because we three are experiencing the same
problem within our classrooms: An overwhelming majority of our students are
not completing their assigned homework.
•
The group wrote our first draft of the following parts to our study document:
Statement of the Problem
Purpose of the Study
Research Questions
Rationale
July 9, 2005
77
•
Internet search was begun with regard to teachers’ perception of homework. The
source located for use was a study by Frances Van Voorhis entitled Teachers Use
of Interactive Homework and Its Effects on Family Involvement and Science
Achievement of Middle Grade Students.
July 13, 2005
•
Internet search was continued with regard to teachers’ perception of homework.
Sources located for use include the following: Paulu’s guide entitled Helping
Your Students with Homework, two schools’ homework policies, and an ERIC
Digest article by Yvonne Eddy entitled Developing Homework Policies.
July 16, 2005
•
The group met and drafted the following sections of our study document:
July 21, 2005
•
The group met in the SUNY Potsdam Library to continue the first draft of our
study. Paula Spaulding proofread the existing research document, adding the
following: 1) Spaulding’s updated Literature Review, 2) corresponding
references, 3) Data Management Procedure, 4) Data Analysis, 5) Data
Management and Validity, 6) Reliability, 7) additional definitions of terms, and 8)
Rationale for Methodology.
•
Rick Gilchrist and Paula Spaulding met with Dr. Valentine to discuss the
following: 1) required documents needed in the appendix, 2) clarification of the
Audit Trail, 3) Data Management and Procedure, 4) Data Analysis, and 5)
Reliability.
78
•
Rick Gilchrist and Paula Spaulding reconvened at the SUNY Potsdam Library to
update the research document with Dr. Valentine’s suggested changes and
approved sections. Gilchrist was assigned to make up a sample questionnaire, and
Paula Spaulding was assigned to design a sample Parental Consent form.
July 23, 2005
•
The group met in the SUNY Potsdam Library to consolidate the proposal
components, adding the following: sample questionnaire and sample consent
form for the appendix, and Boyle’s Literature Review.
•
The group met with Dr. Valentine for a formal review of the research proposal.
Changes were marked.
•
The group met after this advisement and redistributed the work as follows: 1) Joe
Boyle will update the document with Dr. Valentine’s suggestions, 2) Rick
Gilchrist will review the proposal, update the appendices and finish the timeline,
and 3) Paula Spaulding will do a final review of the paper, finish the Assent form,
and make a Powerpoint presentation from the proposal.
July 25, 2005
•
Paula Spaulding finished typing the Assent form.
July 31, 2005
•
Paula Spaulding received the final document from Rick Gilchrist. She added the
Assent form and her portion of the Audit Trail.
August 1, 2005
•
The group met at SUNY Potsdam and reviewed the research proposal. Ideas were
discussed for the final presentation format.
79
August 2-5, 2005
•
Paula Spaulding finalized the PowerPoint presentation of the research proposal.
August 4, 2005
•
Paula Spaulding and Rick Gilchrist met at SUNY Potsdam to finalize document
and presentation method. Appendices were updated, as well.
August 5, 2005
•
The group met at SUNY Potsdam to present the research document to the
Educational Research class and Dr. Valentine.