Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement

By José Carlos Núñez, Natalia Suarez, Pedro Rosário, Guillermo Vallejo, Rebeca Cerezo, Antonio Valle. 2015

155 citations recorded by the source corpus.

ABSTRACT The authors intended to (a) identify the association between gender or grade level and teachers’ homework (HW) feedback and (b) examine the relationship between teachers’ HW feedback, HW-related behaviors (e.g., amount of HW completed), and academic achievement. Four hundred fifty-four students (Grades 5–12) participated in this study. The results showed that (a) at higher grade levels, there is a lower perceived amount of teachers’ HW feedback; (b) teachers’ HW feedback as perceived by students is positively and significantly related to the amount of HW completed and to the perceived quality of HW time management but not to the amount of time spent on HW; (c) the amount of HW completed and the perceived quality of HW time management positively and significantly predict academic achievement; and (d) teachers’ HW feedback as perceived by students has an indirect relationship with students’ academic achievement by its effect on students’ HW-related behaviors.

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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, methodology): “…of homework completed (e.g., Epstein and Van Voorhis 2001); b) not significantly associated with homework time management (Xu 2013; Xu et al. 2014); and c) negatively related to academic achievement (Dettmers et al. 2009; Núñez et al. 2014a, b; Trautwein 2007; Trautwein et al. 2009a, b; Xu 2011).”