Do Homework Assignments Enhance Achievement? A Multilevel Analysis in 7th-Grade Mathematics

By Ulrich Trautwein, Olaf Köller, Bernhard Schmitz, J. Baumert. 2002

227 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/83dc72d38c3e22f3edb6d2311e3b0c3892fb2152

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Safety Research

Citations in the corpus

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…”
Predicting Homework Effort: Support for a Domain-Specific, Multilevel Homework Model. (2006, background): “Class-level homework effects on achievement have been investigated by de Jong et al. (2000) and Trautwein (2005; Trautwein et al., 2002).”
Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students (2015, background): “Despite the history of research on homework, the strength of relationships of time spent, amount of homework completed, and students’ academic achievement is not fully understood (e.g., Cooper 1989; Dettmers et al. 2009; Farrow et al. 1999; Núñez et al. 2014a, b; Paschal et al. 1984; Trautwein and K”
Mathematics Achievement: The Role of Homework and Self-Efficacy Beliefs (2011, background): “Trautwein et al. (2002) found that while the frequency of homework positively affected mathematics achievement, the amount and length of time it took middle school children to complete homework did not have an effect on achievement in mathematics.”
Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement (2015, background): “…that same relation to be as either rather low or even negative (e.g., De Jong, Westerhof, & Creemers, 2000; Dettmers et al., 2009; N u~nez et al., 2013; Tam, 2009; Trautwein, 2007; Trautwein et al., 2002; Trautwein, L€udtke, Schnyder, & Niggli, 2006; Trautwein, Schnyder, et al., 2009; Xu, 2011).”
The relationship between homework time and achievement is not universal: evidence from multilevel analyses in 40 countries (2009, background): “Aggregated at the class or school level, it represents a proxy of the amount of homework assigned in this class or school; a positive school- or class-level effect (homework assignment effect) is found when students in schools or classes set frequent or long homework assignments show greater learnin”
College students’ homework and academic achievement: The mediating role of self-regulatory beliefs (2009, background): “A number of researchers (Cool and Keith 1991; Trautwein et al. 2002) have emphasized the need to include measures of students’ prior achievement when studying the impact of homework on academic outcomes.”
Longitudinal Effects of In-School and Out-of-School Homework on High School Grades (2004, background): “That is, frequent, shorter assignments may be more effective for learning than infrequent, longer ones (Trautwein et al., 2002).”
Adolescents' Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices (2015, background): “This result is consistent with that described by Farrow et al. (1999) and with the findings of Trautwein (2007) and Trautwein et al. (2002), which showed that when frequency is considered, the effect of the amount of homework loses statistical significance.”