Homework and Student Math Achievement in Junior High Schools

By R. de Jong, K. J. Westerhof, Bert Creemers. 2000

125 citations recorded by the source corpus.

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Citations in the corpus

Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students (2015, background): “Others indicate that this relationship may be null, low, or negative (e.g., de Jong et al. 2000; Dettmers et al. 2009; Núñez et al. 2013a, b; Núñez et al. 2014a, b; Tam 2009; Trautwein 2007; Trautwein et al. 2002; Trautwein et al. 2006a, b; Trautwein et al. 2009a, b; Xu 2011).”
Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model. (2006, background): “We expected a mixed pattern of results for learning strategies, owing to the difficulty in collecting data on learning strategies and the diversity of these strategies (De Jong et al., 2000).”
The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort (2007, background): “When controlling for the hierarchical structure of the data sets, recent studies from the Netherlands (De Jong et al., 2000) and Switzerland (Schnyder et al., 2006) have also reported negative effects or no effects of homework time on achievement gains.”
Homework and academic achievement across Spanish Compulsory Education (2015, methodology): “First, after controlling for the effects of gender and grade level (as in previous research, e.g. De Jong et al., 2000; Tam, 2009; Trautwein, 2007; Trautwein et al., 2002; Trautwein et al., 2009), our data suggested that the self-reported amount of time spent on HW negatively predicts academic…”
The relationship between homework time and achievement is not universal: evidence from multilevel analyses in 40 countries (2009, background): “Although homework has been a focus of public and scientific interest for years, the strength of the association between homework and achievement is not yet entirely clear (Cooper, Lindsay, Nye, & Greathouse, 1998 ; De Jong, Westerhof, & Creemers, 2000 ; Trautwein & Koller, 2003 ).”
Adolescents' Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices (2015, background): “De Jong et al. (2000) note the possibility that students with lower levels of previous knowledge need more time to complete their assignments, which leads to the negative correlation.”
Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement (2015, result): “As in other studies, a negative association with a small effect size was found between the amount of time spent on HW and academic achievement (e.g., De Jong et al., 2000; Tam, 2009; Trautwein, 2007; Trautwein et al., 2002; Trautwein, Niggli, et al., 2009).”