More homework improve mathematics achievement? Differential effects of homework time on different facets of students' mathematics achievement: A longitudinal study in China

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology Pub Date : 2023-11-14 DOI:10.1111/bjep.12640

Yuhuan Zhang, Tian Li, Jianzhong Xu, Shuang Chen, Liping Lu, Lidong Wang

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引用次数: 0

Abstract

Background

Mathematics homework is highly prevalent in East Asia. Teachers and parents expect mathematics homework to improve students' performance; however, studies have not clearly defined the effectiveness of the assignment of different amounts of homework.

Aims

This study analyses the differential effect of homework amount on various facets of Chinese students' mathematics achievement using a longitudinal design. It aims, thereby, to contribute to the existing knowledge of homework effectiveness and mathematics learning and to provide insights for student development.

Sample

The sample included 2383 grade 9 students from a mid-sized city with a moderate level of economic and educational development in central China.

Methods

We administered a student-reported questionnaire, collected school reports of mathematics achievements to track retrospective longitudinal variations in mathematics over half a year and analysed the differential effectiveness of homework on mathematics achievement at four hierarchical cognitive levels with Hierarchical Linear Model.

Results

The results indicated that assigning more homework at the class level could enhance students' mathematics achievement at a low cognitive level, although this effectiveness tended to disappear when the set homework time reached about 1.5–2 h. We did not find evidence that assigning more homework enhances students' mathematics achievement at higher cognitive levels.

Conclusions

Overall, this study provides evidence on the effectiveness of homework and offers implications for educational practice and future research.

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多做作业提高数学成绩?家庭作业时间对学生数学成绩不同方面的差异影响:一项在中国的纵向研究。

背景:数学作业在东亚非常普遍。老师和家长希望数学作业能提高学生的成绩;然而，研究并没有明确定义不同家庭作业分配的有效性。目的:本研究采用纵向设计分析作业量对中国学生数学成绩各方面的差异效应。因此，它的目的是贡献现有的家庭作业有效性和数学学习的知识，并为学生的发展提供见解。样本:样本包括2383名九年级学生，来自中国中部经济教育发展水平中等的中等城市。方法:采用学生自述问卷，收集学校数学成绩报告，追踪半年来学生数学成绩的纵向变化，并运用层次线性模型分析作业对数学成绩在四个层次认知水平上的差异效应。结果:在班级层面布置更多的作业可以提高低认知水平学生的数学成绩，但当作业时间达到1.5 ~ 2 h时，这种效果趋于消失。我们没有发现证据表明布置更多的家庭作业可以提高学生在更高认知水平上的数学成绩。结论:总体而言，本研究为家庭作业的有效性提供了证据，并为教育实践和未来的研究提供了启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

7.70

自引率

2.70%

发文量

期刊介绍： The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: - cognition - learning - motivation - literacy - numeracy and language - behaviour - social-emotional development - developmental difficulties linked to educational psychology or the psychology of education