Linking Homework to Achievement in Mathematics: An Examination of 8th Grade Arab Participation in TIMSS 2015

Autor/inn/en	Abdelfattah, Faisal; Lam, Jasmine
Titel	Linking Homework to Achievement in Mathematics: An Examination of 8th Grade Arab Participation in TIMSS 2015
Quelle	In: International Journal of Instruction, 11 (2018) 4, S.607-624 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Correlation; Homework; Mathematics Achievement; Grade 8; Arabs; Cross Cultural Studies; Computer Use; Achievement Tests; Foreign Countries; Elementary Secondary Education; International Assessment; Mathematics Tests; Science Achievement; Science Tests; Item Response Theory; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Korrelation; Hausaufgabe; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 08; 8. Schuljahr; Schuljahr 08; Arab; Araber; Cultural comparison; Kulturvergleich; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Item-Response-Theorie
Abstract	Homework is generally one factor that has been discussed and claimed to have a relationship with achievement; it has a central role in providing students with opportunities to continue learning out of the school. This study forms one of cross-cultural investigations that analyze the links between homework variables and achievement in mathematics. Data was drawn from TIMSS database 2015, including 477 schools and 73,987 eighth grade students from 10 Arab countries. Analysis showed that the majority of Arab students spend less time doing homework (less than 60 minutes) and do not need to take homework every day to strengthen their knowledge and get better scores in mathematics. Two-level analyses revealed that different associations were seen in most of Arab countries between homework time, homework frequency, computer use, and internet use in doing homework with achievement in mathematics. The result was interpreted in terms of the consistency between instruction and homework evaluation. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01