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An analysis of the relationships between homework frequency and homework grading procedures of Algebra 1 teachers on student outcomes as measured on the Algebra 1 end-of-course examination

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Date Issued:
2019
Abstract/Description:
The purpose of this study was to analyze the relationship, if any, between homework practices of Algebra 1 teachers and student outcomes as measured by the state of Florida's Algebra 1 End of Course assessment (EOC). Algebra 1 EOC scores were collected from the study district's central office. Data on teacher homework practices was collected through a researcher-created survey. Cross-tabulation tables were used to identify variations in homework assignment, homework frequency, homework type, and homework grading practice associated with school (middle or high) and teacher (educational attainment and experience teaching Algebra 1) characteristics. A two-way ANOVA was used to analyze the relationship between homework frequency and student achievement and to investigate the influence of teacher characteristics as moderators. The main effect of homework frequency as well as the interaction effects of the teacher's educational attainment and the teacher's educational experience were statistically significant. Results showed that students who were given more homework did better on the Algebra 1 EOC than their peers who received less homework. A second two-way ANOVA was used to analyze the relationship between the way homework is graded and student achievement and to investigate the influence of teacher characteristics as moderators. The main effect of homework grading practice as well as the interaction effect of the teacher's educational experience was statistically significant. Results showed that students had the highest Algebra 1EOC score when their homework was graded for accuracy. While making decisions on how homework should be graded in an Algebra 1 classroom, teachers and administrators will beinformed through these findings as to what type of grading practice has the potential to positively impact student achievement.
Title: An analysis of the relationships between homework frequency and homework grading procedures of Algebra 1 teachers on student outcomes as measured on the Algebra 1 end-of-course examination.
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Name(s): Taylor, Jonathan, Author
Johnson, Jerry, Committee Chair
Dixon, Juli, Committee Member
Doherty, Walter, Committee Member
Pisani, Michelle, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2019
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this study was to analyze the relationship, if any, between homework practices of Algebra 1 teachers and student outcomes as measured by the state of Florida's Algebra 1 End of Course assessment (EOC). Algebra 1 EOC scores were collected from the study district's central office. Data on teacher homework practices was collected through a researcher-created survey. Cross-tabulation tables were used to identify variations in homework assignment, homework frequency, homework type, and homework grading practice associated with school (middle or high) and teacher (educational attainment and experience teaching Algebra 1) characteristics. A two-way ANOVA was used to analyze the relationship between homework frequency and student achievement and to investigate the influence of teacher characteristics as moderators. The main effect of homework frequency as well as the interaction effects of the teacher's educational attainment and the teacher's educational experience were statistically significant. Results showed that students who were given more homework did better on the Algebra 1 EOC than their peers who received less homework. A second two-way ANOVA was used to analyze the relationship between the way homework is graded and student achievement and to investigate the influence of teacher characteristics as moderators. The main effect of homework grading practice as well as the interaction effect of the teacher's educational experience was statistically significant. Results showed that students had the highest Algebra 1EOC score when their homework was graded for accuracy. While making decisions on how homework should be graded in an Algebra 1 classroom, teachers and administrators will beinformed through these findings as to what type of grading practice has the potential to positively impact student achievement.
Identifier: CFE0007732 (IID), ucf:52415 (fedora)
Note(s): 2019-08-01
Ed.D.
Community Innovation and Education, Educational Leadership and Higher Education
Doctoral
This record was generated from author submitted information.
Subject(s): Homework -- Algebra 1 -- Accuracy -- Completion
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007732
Restrictions on Access: public 2019-08-15
Host Institution: UCF

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