Methods

1. The Impact of Homework on Test Scores: Is Homework Necessary for Academic Success for High School Students in Advanced Algebra? Jerry Foss Northern Illinois University Introduction Methods Conclusions Results Does homework affect test scores? Through research and review of similar studies, as well as empirical data, completion of weekly math homework assignments has shown no significant difference in students’ academic success in relation to test scores. The research question addressed in this action research project facilitates the understanding of whether or not assigning homework for a grade has any affect on test scores. This research project also relates these findings to the Illinois Learning Standards in the area of Mathematics, as well as the important areas of study including Science, Technology, Engineering, and Mathematics (STEM). Providing students with a solid foundation in these crucial areas will only benefit them when confronting problem situations that will arise throughout their lives and provide skills that will eventually be necessary in the workforce. With good intention, teachers tend to focus more on assigning homework with the belief that students will learn the material in greater depth using this independent study time to work. With the results of this research project, teachers can now spend more time teaching the concepts and less time focusing on homework as part of their curriculum knowing that it is only beneficial to the students to do so. In order to ensure success for every student, educators must focus more on providing an environment for intellectual challenge. This includes teaching students how to communicate more effectively, obtain and use information accurately, solve problems and engage in active, lifelong learning. According to Chase (2010), districts face increasing pressure to improve students’ mastery of curriculum in the fields of science, technology, engineering and mathematics, yet the number of students enrolling in science and math courses drops dramatically at the high school level. The two distinct assessment methods include comparison of test scores from the Skyward Grade book Program and a pencil/paper survey of students’ attitudes on homework for a grade versus optional homework. Test scores are recorded for each individual student in each of the two classes. Scores were then compared alongside one another to determine if there is an apparent difference between the two classes. The survey was collected and reviewed, using any pertinent qualitative information provided by the students’ feedback that may be useful in determining the impact of required homework on test scores. With the completion of the College Algebra Course, results show that students in both classes increased their class-average overall Grade Point Average (GPA) to some degree. However the class that was given the optional homework policy increased their overall GPA significantly more than the control group class that had the required homework as part of their class grade. In addition, this experimental group, with the optional homework policy, tested higher on three of the four tests given throughout the semester. The control group, students with graded required homework, began the term with a class average GPA of 3.514 and increased this average to 3.541 upon the completion of College Algebra. This is an increase of .027 in the class average GPA. The experimental group, students with optional homework, began the term with a class average GPA of 3.217 and increased this average to 3.286 upon the completion of College Algebra. This is an increase of .069 in the class average GPA. From this research, others will benefit from knowing the academic success that is involved when a student takes the responsibility for his or her own grade. Educators will also learn the importance of concentrating less on the homework and more on teaching the concepts and focusing on deeper understanding of the material. These recommendations are directly relevant to the findings as the research proves that assigning homework for a grade does not affect test scores. The caveat to these findings is that educators would need to keep an open mind to this concept of optional homework. Educators must rely on the students becoming more responsible for their grade through the effort they put forth rather than being forced to complete homework that may have already been mastered. Homework has always been a debated topic throughout the nation. For the most part, teachers have usually implemented their own standard of homework based on their understanding and knowledge of its effectiveness for the student. With this action research study, concrete evidence demonstrates that homework is a limited tool in the classroom and does not directly affect test scores. Figure #1 Bibliography Baines, L. (2007). “Achieving More by Doing Less.” Phi Delta Kappan 89(2): 98-101. Baker, D., & Letendre, G. (2005). National Differences, Global Similarities: World Culture and the Future of Schooling. Stanford, CA: Stanford University Press. Chase, D. (2010). “STEM and Career Exploratory Classes.” Association for Career and Technical Education Publications & E-Media. Retrieved from www.acteonline.org . Gill, B. & Schlossman, S. (1996). “A sin against childhood: Progressive education and the crusade to abolish homework.” American Journal of Education, 105, 27-66.