Date of Completion

Spring 5-1-2014

Thesis Advisor(s)

Catherine Little

Honors Major

Mathematics Education

Disciplines

Curriculum and Instruction | Educational Methods | Liberal Studies | Other Education | Science and Mathematics Education

Abstract

Homework has been a source of debate in schools for the past several decades and will continue to be an important topic in the future. It is a traditional part of education but some debate its importance in the classroom. This study explored student perception of homework and their reported performance in middle school mathematics. The research questions focused on student attitudes about homework, the relationship of students’ self-efficacy and support resources to their homework completion, and the relationship of students’ general level of achievement in mathematics to their attitudes about homework. The study involved a survey of 230 middle school students and their mathematics teachers. The survey did not demonstrate reliable measurement of the hypothesized factors of purpose, self-efficacy, and support resources related to students’ overall perceptions about homework. However, overall, students reported positive attitudes and grades in math class. Gender and general level of achievement in mathematics class did show a relationship with certain aspects of students’ responses regarding homework.

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