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Homework is and has been an integral part of school for many years. However, in the last few years, some professionals have begun to question whether or not homework should be a part of school or not. Opinions vary greatly on this position. Some have even gone on to claim that it is unwarranted and even detrimental to students’ education. Others mean that it is an absolute necessity. This dissertation is an investigation of the viewpoints on the rationale for homework of 6 teachers of English at junior high level. In order to gain insight to their views, qualitative interviews were utilized. The results show that each of the consulted educators of English utilizes homework as a learning tool in their teaching. The purpose of assigning homework is that it fills the function of giving the students the opportunity to review, to take responsibility in keeping a schedule, planning and for their education, and to train in studying. I have come to the conclusion that if students are to be assigned homework, it is imperative that the homework is interesting for them and that the pupils see it as something that will promote their development in the subject.

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published_or_final_version / Education / Master / Master of Education

Students who complete homework generally do better on measures of academic performance such as quizzes, exams, and overall course grades. We examined the effects of contingent access to second quiz attempts on the percentage of undergraduate students completing homework to mastery. The study was conducted in an Introduction to Behavior Analysis course that, historically, had only 70% of students on average completing homework. An adapted multiple baseline design across sections was used for four sections of the course. Students could access a second quiz attempt contingent by meeting the following criteria: the student received a 16 out of 20 on the first quiz attempt or by meeting the mastery criterion of the homework (45 out of 50). We also examined the relation between homework accuracy and scores on first quiz attempts. Two sections did not show a difference in homework completion with and without the second quiz attempt contingency. One section showed more sensitivity toward the contingency once it was withdrawn, and one section never had the removal of the contingency and had the highest percentages of students completing their homework. When analyzing the relation of homework accuracy to the corresponding first quiz attempts, homework accuracy appeared to be related to higher scores on first quiz attempts across all sections. Quiz scores were typically a letter grade higher for students who completed homework compared to students who did not complete homework to mastery. Although there are limitations to the current study, the results suggest the second quiz contingency may impact homework completion.

Detta är en studie om elevernas attityder till teoretiska och praktiska läxor. Intresset vaknade hos oss efter vår verksamhetsförlagda utbildning (VFU) och den egna skolgången. Alla elever har olika sätt att lära sig och vi som pedagoger skall ju sträva efter att individanpassa undervisningen. Vi tror att en praktisk läxa skulle kunna stimulera flera elevers sätt att lära sig. Det är både en kvalitativ och kvantitativ studie. Vår studie är även experimentell eftersom vi har tre grupper som gjort en teoretisk läxa och tre grupper som även gjorde en praktisk läxa inför ett läxförhör, båda grupperna är lika viktiga i vår studie. Vi har sedan undersökt vilka attityder eleverna har till teoretiska och praktiska läxor genom att lämna ut en enkät för att mäta elevernas attityder till teoretisk och praktisk läxa. Studien kommer att genomfördes i årskurs åtta. Vi är väl medvetna om att studiens resultat inte går att generalisera. Vi jämförde även läxförhöret med ett förhör som gjorts tidigare. Vi avslutade sedan med en intervju med läraren till eleverna för att fråga, vad läraren anser om läxförhören och praktiska läxor, samt om de praktiska läxorna kan ha påverkat resultaten eller inte. Vi vill med studien testa vårt antagande om praktiska läxor kan stimulera elevers olika sätt att lära sig. Studien visar att elevernas attityder till läxor är att de föredrar en variation av både teoretiska och praktiska läxor. / This is a study about attitudes to theoretical and practical homework. Our interest in the subject emerged during our practical teacher training but is also influenced from our own VFU "practical teacher training" and our own time in school. All students have different ways of learning and as pedagogues we ought to try to individualize the education. We believe a practical homework could stimulate the students' different ways of learning. This is both a qualitative and a quantitative study. Our study is also experimental because we got three groups that did theoretical homework and three groups that, in addition, did a practical homework before a test. Both groups are important to our study. Then we examined which attitudes the students had to theoretical and practical homework by the means of a questionnaire, which measured the students attitudes to practical and theoretical homework. The study will be made in eight class. We are well aware that you can not generalize. We also compared the test with a test the students did previously, before are study took place. We completed the study with an interview with the students teacher in order to ask what she considered about the test results and practical homework. And if she believes the practical homework affects the result of the test. By this study we try the hypothesis that practical homework can stimulate students in their different ways of learning. The study shows that the students prefer a variation of both theoretical and practical homework.

Syftet med denna studie är att få kunskap om lärares syn på matematikläxor i grundskolans tidigare år. Förhoppningen var att få förståelse för lärares syfte med matematikläxor och vilka förmågor eleverna förväntas utveckla med matematikläxors hjälp samt att jämföra vilka för- och nackdelar matematikläxan har. För att undersöka detta har sju intervjuer gjorts med lärare från olika skolor och olika årskurser från 1-6. Samtliga lärare som intervjuats undervisar i matematik. Lärares erfarenheter av läxornas betydelse för matematikundervisningen är ett viktigt område att få kunskap om. De lärare som deltog i intervjuerna uttryckte olika synpunkter på matematikläxan. Något lärarna var överens om var att läxa är en skoluppgift som eleven tar med hem efter skolans slut och arbetar med hemma. Lärarna uttryckte samstämmigt att eleverna inte utvecklar några förmågor med matematikläxans hjälp utan förmågorna utvecklar eleverna i skolan med hjälp av lärarna. Det framgick att samtliga lärare upplevde att matematikläxan var tidskrävande och för att matematikläxan ska nå syftet på bästa möjliga sätt behövs mer tid. Att läxan kopplas till undervisning och uppföljning är centralt för att syftet med matematikläxan ska uppnås enligt de intervjuade lärarna. Av resultaten framgår att några lärare är negativt inställda till matematikläxor för att uppföljning och koppling till undervisningen inte finns med och därför förlorar matematikläxan sitt syfte. Föräldrarnas förutsättningar är väldigt olika som exempelvis att de har svårigheter med det svenska språket eller inte är engagerade i barnets skolgång. Andra lärare är positivt inställda till matematikläxor för att färdighetsträningen och repetitionen är viktig och tiden som behövs för det inte räcker till i skolan. / The purpose of this study is to gain insight into teachers’ views of mathematics lessons in primary school. The hope is to gain understanding of teachers’ aim with mathematic homework and what skills students are expected to develop with help of mathematic homework as well as comparing the advantages and disadvantages that mathematic homework has. To investigate this, the seven interviews have been conducted with teachers from different schools and different grades from 1-6. All the teachers interviewed teach mathematics. Teachers’ experience of the importance of homework is an important area to gain knowledge of why was this investigation. The teachers who participated in the interviews expressed different views on mathematic homework. Something teachers agreed on was that homework is a school assignment that students bring home after school and working on at home. The teachers also expressed unanimously that the students do not develop any abilities with mathematic homework help but that pupils develop abilities in school with help of the teachers. It appeared that all teachers felt that mathematics homework was time consuming and for mathematics homework to achieve its purpose in the best possible way more time was needed. Also to link with teaching and follow-upare two key elements for the purpose of mathematic homework to be achieved. The results show that some teachers have negative attitudes toward mathematic homework tracking and coupling is not present and therefore loses mathematic lesson's purpose. Parents circumstances are very different. It may be that they have problems with the Swedish language or not are involved in the child's schooling. Other teachers have a positive attitude towards mathematic homework because proficiency training and rehearsal is important and the time needed for this is not enough in school.

<p> </p><p>Detta är en studie om elevernas attityder till teoretiska och praktiska läxor. Intresset vaknade</p><p>hos oss efter vår verksamhetsförlagda utbildning (VFU) och den egna skolgången. Alla elever</p><p>har olika sätt att lära sig och vi som pedagoger skall ju sträva efter att individanpassa</p><p>undervisningen. Vi tror att en praktisk läxa skulle kunna stimulera flera elevers sätt att lära</p><p>sig. Det är både en kvalitativ och kvantitativ studie. Vår studie är även experimentell eftersom</p><p>vi har tre grupper som gjort en teoretisk läxa och tre grupper som även gjorde en praktisk läxa</p><p>inför ett läxförhör, båda grupperna är lika viktiga i vår studie. Vi har sedan undersökt vilka</p><p>attityder eleverna har till teoretiska och praktiska läxor genom att lämna ut en enkät för att</p><p>mäta elevernas attityder till teoretisk och praktisk läxa. Studien kommer att genomfördes i</p><p>årskurs åtta. Vi är väl medvetna om att studiens resultat inte går att generalisera. Vi jämförde</p><p>även läxförhöret med ett förhör som gjorts tidigare. Vi avslutade sedan med en intervju med</p><p>läraren till eleverna för att fråga, vad läraren anser om läxförhören och praktiska läxor, samt</p><p>om de praktiska läxorna kan ha påverkat resultaten eller inte. Vi vill med studien testa vårt</p><p>antagande om praktiska läxor kan stimulera elevers olika sätt att lära sig. Studien visar att</p><p>elevernas attityder till läxor är att de föredrar en variation av både teoretiska och praktiska</p><p>läxor.</p><p> </p> / <p>This is a study about attitudes to theoretical and practical homework. Our interest in the</p><p>subject emerged during our practical teacher training but is also influenced from our own</p><p>VFU "practical teacher training" and our own time in school. All students have different ways</p><p>of learning and as pedagogues we ought to try to individualize the education. We believe a</p><p>practical homework could stimulate the students' different ways of learning. This is both a</p><p>qualitative and a quantitative study. Our study is also experimental because we got three</p><p>groups that did theoretical homework and three groups that, in addition, did a practical</p><p>homework before a test. Both groups are important to our study. Then we examined which</p><p>attitudes the students had to theoretical and practical homework by the means of a</p><p>questionnaire, which measured the students attitudes to practical and theoretical homework.</p><p>The study will be made in eight class. We are well aware that you can not generalize. We also</p><p>compared the test with a test the students did previously, before are study took place. We</p><p>completed the study with an interview with the students teacher in order to ask what she</p><p>considered about the test results and practical homework. And if she believes the practical</p><p>homework affects the result of the test. By this study we try the hypothesis that practical</p><p>homework can stimulate students in their different ways of learning. The study shows that the</p><p>students prefer a variation of both theoretical and practical homework.</p>

xi, 86 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / After spending the day learning in elementary school, most children across the United States are given homework , assignments to be completed outside of the regular school day. Most research on homework conducted in elementary schools focuses on the relationship between achievement and time spent on homework. Little, if any, research has investigated the types of mathematics homework assigned to elementary students and its relationship to achievement. Given the continued practice of assigning homework and the gap in literature regarding research that investigates type of homework, as well as the paucity of homework research at the elementary level, there is a need for further research. Thus, the focus of this dissertation was to investigate the type of mathematics homework assigned to fifth-grade students, their interaction with the assigned homework and the relationship to achievement on a statewide test. This exploratory descriptive study used a convenience sample of fifth-grade students from a school district in the Pacific Northwest to examine the type of mathematics homework assigned to fifth-grade students, their interaction with the assigned homework, and the relationship between the homework students completed and their achievement on the statewide standardized test in mathematics. The majority of homework collected was correctly completed Direct Contact Practice homework. Furthermore, the mathematical strand of Calculations and Estimations was the most frequently assigned strand. Correlational analysis indicated that weak correlations with student total RIT scores on the statewide standardized test in mathematics existed in several areas. There was a correlation of .29 between the number of correct homework interactions and state test score, a correlation of .36 between the number of Direct Contact Practice homework and the RIT score, a -.28 correlation between the number of Other homework items completed and the RIT score, and a .26 correlation between the total number of homework interactions and RIT score. When the relationship between homework categorized by math strand and the state stranded math score was examined, there was a .36 correlation between the number of Algebra homework interactions and score on the algebra strand of the statewide mathematics assessment. Limitations of the study are discussed and recommendations for future research are presented. / Committee in charge: Gerald Tindal, Chairperson, Educational Methodology, Policy, and Leadership; Keith Zvoch, Member, Educational Methodology, Policy, and Leadership; Philip McCullum, Member, Educational Methodology, Policy, and Leadership; Lou Moses, Outside Member, Psychology