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Article: HOMEWORK AND MATHEMATICS ACHIEVEMENT IN HONG KONG: EVIDENCE FROM THE TIMSS 2003

TitleHOMEWORK AND MATHEMATICS ACHIEVEMENT IN HONG KONG: EVIDENCE FROM THE TIMSS 2003
Authors
Keywordshierarchical linear model
homework
Hong Kong
mathematics achievement
TIMSS
Issue Date2012
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1571-0068
Citation
International Journal Of Science And Mathematics Education, 2012, v. 10 n. 4, p. 907-925 How to Cite?
AbstractThough it is generally believed that doing homework promotes better learning, no consensus has been achieved concerning its importance and relevance to students' achievement. The historical up-and-down status of public attitudes toward homework indicates that understanding about the role of homework in students' learning is far from comprehensive and clear. The literature shows that much research effort has been devoted to the relationship between amount of homework and achievement, but little on quality of homework and how it has been used. Applying a 2-level hierarchical linear model on the TIMSS 2003 data, this study investigated the relationship between classroom practices on homework and 8th grade students' mathematics achievement in Hong Kong in three dimensions: frequency and amount of homework, types of homework, and usage modes of homework. The results showed that while the time spent on daily mathematics homework had significantly positive effect on students' TIMSS results, no effect was observed on the frequency of homework assigned. Out of three types of homework, only homework of the problem/question type demonstrated significant effect. The practice of having students start homework in class had negative influence on students' learning outcome. Implications and suggestions for educational practice and future research were then discussed. © 2011 National Science Council, Taiwan.
Persistent Identifierhttp://hdl.handle.net/10722/160010
ISSN
2015 Impact Factor: 1.104
2015 SCImago Journal Rankings: 0.851
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorZhu, Yen_HK
dc.contributor.authorLeung, FKSen_HK
dc.date.accessioned2012-08-16T06:00:21Z-
dc.date.available2012-08-16T06:00:21Z-
dc.date.issued2012en_HK
dc.identifier.citationInternational Journal Of Science And Mathematics Education, 2012, v. 10 n. 4, p. 907-925en_HK
dc.identifier.issn1571-0068en_HK
dc.identifier.urihttp://hdl.handle.net/10722/160010-
dc.description.abstractThough it is generally believed that doing homework promotes better learning, no consensus has been achieved concerning its importance and relevance to students' achievement. The historical up-and-down status of public attitudes toward homework indicates that understanding about the role of homework in students' learning is far from comprehensive and clear. The literature shows that much research effort has been devoted to the relationship between amount of homework and achievement, but little on quality of homework and how it has been used. Applying a 2-level hierarchical linear model on the TIMSS 2003 data, this study investigated the relationship between classroom practices on homework and 8th grade students' mathematics achievement in Hong Kong in three dimensions: frequency and amount of homework, types of homework, and usage modes of homework. The results showed that while the time spent on daily mathematics homework had significantly positive effect on students' TIMSS results, no effect was observed on the frequency of homework assigned. Out of three types of homework, only homework of the problem/question type demonstrated significant effect. The practice of having students start homework in class had negative influence on students' learning outcome. Implications and suggestions for educational practice and future research were then discussed. © 2011 National Science Council, Taiwan.en_HK
dc.languageengen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1571-0068en_HK
dc.relation.ispartofInternational Journal of Science and Mathematics Educationen_HK
dc.rightsThe original publication is available at www.springerlink.comen_US
dc.subjecthierarchical linear modelen_HK
dc.subjecthomeworken_HK
dc.subjectHong Kongen_HK
dc.subjectmathematics achievementen_HK
dc.subjectTIMSSen_HK
dc.titleHOMEWORK AND MATHEMATICS ACHIEVEMENT IN HONG KONG: EVIDENCE FROM THE TIMSS 2003en_HK
dc.typeArticleen_HK
dc.identifier.emailLeung, FKS: frederickleung@hku.hken_HK
dc.identifier.authorityLeung, FKS=rp00924en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s10763-011-9302-3en_HK
dc.identifier.scopuseid_2-s2.0-84864300651en_HK
dc.identifier.hkuros204880en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84864300651&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume10en_HK
dc.identifier.issue4en_HK
dc.identifier.spage907en_HK
dc.identifier.epage925en_HK
dc.identifier.isiWOS:000306193400007-
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridZhu, Y=39062559900en_HK
dc.identifier.scopusauthoridLeung, FKS=9337522500en_HK
dc.identifier.citeulike9411156-

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