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Student Choice on Homework

Affording Student Choice on Homework WillEnhance Learning Outcomes

Joseph MarinoUNE

Statement of Academic Honesty: I have read and understand that plagiarism policy as outlined in the “Student Plagiarism and Academic Misconduct” document relating to the Honesty/Cheating Policy. By attaching this statement to the title page of my paper, I certify that the work submitted is my original work developed specifically for this course and to the MSED program. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I acknowledge the possible consequences of the act/s, which could include expulsion from the University of New England.

EDU 690G. Holman

April 21, 2013

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Abstract

Differentiated instruction has been around for the past thirty years, and is more recently

moving into the area of assessment. Applying the practice of differentiation into the arena of

homework would seem to be the next logical step. This paper offers the results of an action

research study that was conducted over a 6 week period involving tenth grades social studies

students to determine the potential benefits of differentiated homework assignments, (student

choice) and its effect on student outcomes. The study was divided into two separate three week

sequences. In the first three weeks, students were given specific assignments followed by a

weekly assessment. Each of the three weeks required a different homework technique such as

outlining, summarizing and responding to specific questions. In the second three weeks of the

study the students were allowed to choose any of the three techniques utilized during the first

sequence. Again, an assessment followed at the end of each week. The study concluded no

correlation between student choice and enhanced learning outcome.

Keywords: differentiated instruction, homework, student choice, learning outcomes

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Table of Contents

Abstract 2

Introduction 6

Rationale for Study 6

Statement of the Problem 6

Participants 7

Primary Research Questions 8

Hypothesis 8

Ethical Concerns 8

Literature Review 9

Introduction 9

Homework Choice 9

What the Research States 9

Graded Homework 9

The Argument for Homework 10

Family Involvement 10

Argument Against Homework 11

Common Myths 11

Negative Effects of Homework 12

The Blueprint to Effective Homework 13

What Is Missing 14

Differentiated Instruction 14

Conclusion 14

Methodology 15

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Research Design 15

Intervention 15

Identification of Respondent Group 16

Obtaining Data 16

Analyzing Results 16

Validity 17

Credibility 17

Transferability 17

Dependability 18

Confirmability 18

Generalization 18

Problems 18

Attendance 18

Extra-Curricular Activity 18

Teacher/Researcher Bias 19

Instruments 19

Student Artifacts 19

Pre-Research Survey 19

Teacher observations 19

Timeline 19

Data Collection Plan 20

Results 21

Findings 21

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Phase one 22

Phase two 25

Teacher Observations 27

Survey Responses 30

Parents Responses 30

Students Responses 32

Limitations of Study 34

Action Plan 35

Summary of Findings 35

Differentiated Instruction 35

Modification 36

Further Research 37

Conclusion 38

References 40

Appendices 43

Appendix A: Parent Survey 43

Appendix B: Student Survey 46

Appendix C: Triangulation of Data Chart 49

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INTRODUCTION

Jim Taylor (2012) writes that “The No Child Left Behind Act of 2001 has placed an

increased emphasis on standardized test scores in assessing the performance of both students and

teachers. Schools have responded by expanding the amount of homework for students with the

hope that doing so will improve test scores, even in the face of evidence showing this approach

does little to enhance achievement” (para. 1). Homework issues are becoming more prevalent in

today’s education. At times, it seems to pit parents and students against teachers and school

districts. Academics are now competing with a host of distractions which were not really present

twenty-five years ago such as computers, smart phones and cable TV to name a few. In addition

traditional extra-curricular activities such as sports, band, school play and club activities all

compete for a student’s time. For every parent who feels that the school is not offering enough

homework, you will find the parent that feels that the assignments are too much.

Rationale for Study

While most experts today would agree that homework must be meaningful and not busy

work, giving the student some say in what type of homework to be completed may make the

student more interested in completing it. In essence affording the student a choice on homework

assignment will give them the motivation to complete the homework thereby improving student

outcomes.

Statement of Problem

Regardless of one’s opinion homework is a main component of today’s educational

system. As long as that statement holds true a more effective and efficient homework system

needs to be utilized. One of the issues confronting teachers is the student who does not complete

homework assignments. It would be hard to determine the positive or negative effects of

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homework if student repeatedly fail to complete assignments. Offering assignments that

encourage student participation would present a clearer picture as to the effectiveness of

homework itself.

Critical issues that may have an impact on the study are students’ extra-curricular activity

as well as the extent of parental involvement during the study and finally whether or not the

student themselves value the concept of homework.

Participants

A secondary education social studies teacher with nine years’ experience in a private

school affiliated with the Catholic Church located in Waterbury Connecticut will conduct this

research. While the schools geographic location is labeled Urban, the demographic of the

student body is varied as the school draws students from the city as well as the surrounding

suburbs with a radius of approximately 35 miles. “Each year, students from Holy Cross

matriculate to many great colleges and universities across the country. More than 97% of

students attend college/university after graduation.” ("Holy cross high,”) Students are

classified in four levels Advanced Placement, Honors, College prep –A and College Prep-B.

Less than 5% of the student body is identified as special education, with IEP in place and the

local public school district does provide special education support as mandated by State of

Connecticut law. Total enrollment for the current school year is 634 students.

The students involved in this research are 10th grade social studies CP-A (college Prep).

None of the students in this study has a 504 or IEP .Two classes totaling forty-three students will

participate in the study. Twenty-six students are male while seventeen are female. Holy Cross

utilizes the block schedule, which results in each class meeting for a period of 80 minutes every

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other day. The classroom teacher conducting the research will have oversight from the

department chair.

Primary Research Questions

Four questions were the focus of this research study. How do students feel about

homework in general? What is the percentage of students that do not complete homework? Does

student choice increase the likelihood that students will complete their homework? Does

regularly completed homework correlate with better understanding of the curriculum?

Hypothesis

Affording the student a choice on homework assignment will give them the motivation to

complete the homework and as a result improve student knowledge and skills with respect to

course content that will enhance learning outcomes.

Ethical Concerns

The teacher conducting the research met with both the Principal and assistant Principal

for Academics and reviewed several options for action research. Both administrators approved

the topic with respect to homework choice. The parents of the students involved are to be

notified of the action research via the class web page, in addition a follow-up letter will be sent

home with students along with an optional parental survey with respect to homework. The

process will be monitored by the Social Studies Department Chair.

As with any research, there are intangibles that have to be recognized as out of the

control of the researcher. Mills (2011) states “Teaching students who are unmotivated and

apathetic can be difficult challenge for any teacher to overcome” (p.1). Issues that are not

necessarily present in the school setting can effect student motivation. In addition to the letter to

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parents explaining the purpose of the research and the research teacher was available to meet

with individual parents if requested. Students were monitored to ensure that their participation

did not have an adverse effect on their overall performance by utilizing their fall semester grades

as a baseline. Student confidentiality was preserved by utilizing identifiers other than student’s

name.

Literature Review

Introduction

While it is a fact that homework is a staple in today’s educational culture, it is also a fact

that there are many ideas as to what if any benefits homework brings to the classroom and the

student. Differentiation has been an accepted practice in the classroom setting. Applying that

aspect to the homework setting may clarify some of the debate with respect to homework. This

review will look at the existing research with respect to homework to determine if there is any

benefit in the classroom or for the student from differentiated, (student choice) assignments.

What the Research States

A Google search of “homework” brings about a multitude of information. Writing for

The STEM Education Coalition, Richard Herrig (2011) states in part, “Research summaries

(approximately 150 published) regarding the effectiveness of homework and its impact on

student achievement have given educators mixed messages for more than 100 years. Education's

response during this period has shifted dramatically so has the public's attitude toward

homework” (p.1). Cooper, Robinson, and Patall (2006), define homework in part “as any task

assigned by school teachers intended for students to carry out during non-school hours (p. 1).

Graded homework. A study from the University of Illinois at Chicago conducted by

Paschal, Weinstein and Walberg concluded in part, “About 85% of the effect sizes favored the

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homework groups. The mean effect size is .36 (probability less than .0001). Homework that was

graded or contained teachers' comments produced stronger effects (.80)” (1984). In essence they

are stating that teachers’ grading of homework has a more positive effect.

The Argument for Homework

Writing for the publication Educational Leadership, published by the Association for

Supervision & Curriculum Development, Marzano and Pickering add yet another dimension to

the debate on homework by stating in part “Although the research support for homework is

compelling, the case against homework is popular” (2007). In their article, they discuss evidence

that both supports and refutes the association of homework with enhanced student performance.

They cite the work by Etta Kralovec and John Buell who state simply “we found that homework

often disrupts family life, interferes with what parents want to teach their children, and punishes

students in poverty for being poor. Perhaps more significantly for educators are the serious

limitations of homework's pedagogical prowess” (Kralovec & Buell, April 2001as cited by

Marzano et al, March 2007).

Marzano and Pickering (2007) add “Certainly inappropriate homework may produce little

or no benefit—it may even decrease student achievement. All three of the books criticizing

homework provide compelling anecdotes to this effect. Schools should strengthen their policies

to ensure that teachers use homework properly” (p.64).

Family Involvement

Frances L. Van Voorhis (2001) conducted a study which considered current practice with

respect to homework, and researched what role if any family involvement in student homework

played in student achievement. The research focused a particular program “Teachers Involve

Parents in Schoolwork (TIPS) homework program” (2001). In effect it looked at the benefits of

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implementing such a program with respect to students achievement outweighs the time and costs

of implementing such a program. Van Voorhis states in part “Three aspects of homework that

entail costs and or produce benefits for home and school contexts are time, homework design,

and family involvement. A common complaint about homework, and one of the most studied

factors, is time on homework” (para. 5, 2001). Van Voorhis concluded by stating “that teams of

teachers can be guided to work together to view homework as a resource that supports classroom

teaching” (2001, para. 62).

Argument against Homework

Reviewing studies conducted with respect to homework produced many negative findings

which detailed little or no correlation between homework and student achievement.

Common myths. Etta Kralovec and John Buell (2001) detail what they label as three

myths with respect to homework:

Myth: Homework increases academic achievement. Even supporters of homework

acknowledge the problems of research on homework. Homework supporter Harris Cooper

acknowledges that "the conclusions of past reviewers of homework research show

extraordinary variability. . . . the reviews often directly contradict one another" (1989, p.

28).

Myth: If our students don't do lots of homework, their test scores will never be competitive

internationally. Comparisons of student test scores often pit U.S. students against students

from other countries. Ironically, the 1995 Third International Math and Science Study

(TIMSS) found that 8th graders in Japan and Germany are assigned less homework but still

outperform U.S. students on tests (National Center for Educational Statistics, 2001)

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Myth: Those who call homework into question want to dilute the curriculum and kowtow

to the inherent laziness of students. By calling homework into question, we are not

questioning the work of homework, but rather the value of students completing that work at

home. (April 2001)

Negative effects of homework. Noted author and lecturer Alfie Kohn (2007) proposes

what he labels as three facts, “The negative effects of homework are well known, the positive

effects of homework are largely mythical, and more homework is being piled on children despite

the absence of its value” (para. 3, 4, 5,). He continues by detailing in his article the negative

effects, such as “frustration and exhaustion, lack of time for other activities, and possible loss of

interest in learning” (para.7). While at the same time unequivocally adding “there is absolutely

no evidence of any academic benefit from assigning homework in elementary or middle school”

(para. 4).

More recently, Dorothy Suskind (2012), discusses homework in an article in which she

states in part, “that students who like school and excel at school are more likely to spend more

time doing homework than students who don’t like school and don’t excel at school, and that

motivation and level of achievement result from in-class learning, not time on task outside

school” (p.53). She suggests that the research shows that nations that have students who excel

academically assign less homework than nations where students struggle. While she readily

admits that the current culture in education will continue with homework as a central part of

education she states, “If the research has consistently failed to link homework with achievement,

as narrowly defined by school culture, what might the future hold if children were allowed to

move freely after school as they discovered tomorrow's world”(p.55) .

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The Blueprint to Effective Homework.

Epstein and Van Voorhis give a blueprint on designing homework that can be beneficial

to the student. They detail what they label as the ten purposes of homework.

There are many reasons that teachers assign homework. A content

analysis of information from these sources revealed 10 broad purposes of

homework: practice, preparation, participation, personal development, parent–child

relations, parent–teacher communications, peer interactions, policy, public

relations, and punishment (Epstein, 1988; 2001).

Epstein et al, go into some detail in each of the ten reasons, for example with respect to

Preparation they state, “Teachers may assign homework to ensure that each student is ready for

the next lesson”(2001,p.182) and Participation “Homework may increase each student’s

involvement in learning, in applying specific skills and knowledge, and in conducting projects.”

(p.182) and, Parent–Teacher Communications “Homework may be purposely designed to enable

teachers to inform and involve all families in their children’s curricular activities” (p.182).

Victoria Kidwell (2004) states that while she is not personally “completely convinced

about the benefits of homework” she admits that it is “here to stay” (p.5). She goes on to state

in part:

Until really conclusive research is carried out there'll be no clear answers to

the question of how beneficial homework actually is. I wish I could say that The

Homework Debate' is not a feature of 'quality time' with my offspring. It usually

arises if one of them has been given something they don't want to do. At its worst

homework puts untold stress on pupils, parents and teachers. At its best it achieves

all that it sets out to do (p.20).

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What Is Missing?

While differentiated instruction has been around for the past thirty years, and is more

recently moving into the area of assessment. Applying the practice of differentiation into the

arena of homework would seem to be the next logical step.

Differentiated homework. There does not seem to be a lot of research in the area of

differentiation with respect to homework. Tomlinson (2012) states in part “In differentiated

classrooms, teachers provide specific ways for each individual to learn as deeply as possible and

as quickly as possible, without assuming one student’s road map for learning is identical to

anyone else’s ( p.2) . A study which would address the potential benefits of a differentiated

approach to the homework assignment by offering students a choice can add data and insight to

the debate.

Hall, Strangman, and Meyer (2003) state in part, “The model of differentiated instruction

requires teachers to be flexible in their approach to teaching and adjust the curriculum and

presentation of information to learners rather than expecting students to modify themselves for

the curriculum” (p. 2). Choice in homework assignments would work in the same way.

Conclusion

The debate over homework is far from over. One can debate the benefits of homework,

what is too much what is not enough. Kralovec and Buell (2001) suggest that homework is

engrained in the culture of education in both the minds of the educators and the parents. If

homework is not going away then it makes sense to make it meaningful. Adding differentiation

to the mix should be beneficial. If adjusting curriculum in the classroom works, then adjusting

the homework model should follow suite. The goal is to help the students learn for themselves

the best way for them to master the curriculum.

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Methodology

Research Design

The purpose of the study was to determine if differentiated instruction would work on the

homework segment of school curriculum and help improve student outcomes. The study had the

support of school administrators, parents and colleagues. The study was conducted over a seven-

week period during the spring semester of 2013 involving two tenth grade social studies classes

totaling forty- three students. Student grades from the first term were recorded as a baseline. The

first week of the study involved instructing students on the different methods of homework such

as outline note taking, written summary of assigned reading, or completing assessment questions

at the end of each chapter. Students were also instructed that each of the assignments must be

accompanied by reading of the material. For the first three weeks of the study, phase one,

students are assigned specific homework each week, followed by an assessment. Student grades

were recorded. During second three weeks of the study (phase two) students were given a choice

of which of three homework assignments they would prefer to do. At the end of each week,

assessments were given and grades recorded. Parent and student participation was

optional.Students opting would be assigned homework in the traditional format. Parents and

students alike were advised that all data would be strictly confidential.

Intervention

In the first week of the study the teacher researcher will instruct the students in three

methods of homework, the outline, summary of reading and completing text assessment

questions. Formal assessments will be given at the end of each week. Once the study begins the

teacher researcher monitors student performance on a one to one basis. The data will be used to

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illustrate that student choice in homework assignment will increase likelihood that homework is

completed.

Identification of Respondent Group

“The students involved in this research are 10th grade social studies CP-A (college Prep).

None of the students in this study have a 504 or IEP .Two classes totaling forty-three students

will participate in the study. Twenty-six students are male while seventeen are female. Holy

Cross utilizes the block schedule, which results in each class meeting for a period of 80 minutes

every other day. The classroom teacher conducting the research will have oversight from the

department chair.”(Marino, 2013) In addition parents will be surveyed prior to the beginning of

the study.

Obtaining Data

Mills states “Classrooms are rich sources of what we call Artifacts-written or visual

sources of data that contribute to the understanding of what is happening in our classrooms and

schools” (2011, p.88). A baseline grade was obtained for each student from the fall 2012 term.

The teacher researcher acted as an Active observer and collected data through a questionnaire in

the form of student and parent surveys as well as student assessment in each phase of the study.

Assessments were recorded to track student progress. Additional data was collected through

observation, interview and class discussions. See table 2 for data collection matrix. Appendix A

is a sample of parent survey and Appendix B is a sample of student survey.

Analyzing the Results

The research compared assigned homework with student choice. Mills (2011) states in

part “if you collect narrative, descriptive, and nonnumerical data, such as field notes from

observations or interviews, questionnaires, or pictures, qualitative data analysis will be best

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suited for your needs”(p.126) Review of both parent and student survey will give a general

attitude with respect to homework. “Although ongoing analysis and reflection is a natural part of

the action research process, you should avoid premature actions based on early analysis and

interpretation of the data” (Mills, 2011, p.125). While grades were recorded during the seven

weeks of the research, they were not analyzed by the researcher until the end. Test scores were

analyzed in quantitative manner. The grades from phase one were compared to phase two, to

determine if there is a correlation between assigned homework and choice homework with

student understanding.

Validity. Mills (2011) describes two forms of validity, internal and external. “Internal

validity is the degree to which the observed differences on dependent variable are a direct result

of manipulation of the independent variable” (p116). In this study the teacher assigned

homework and the student choice homework. Mills (2011) goes on to state “external validity is

the degree to which the study results are generalizable, or applicable to groups outside of the

research setting” (p.116). This study was designed to determine if choice assignments can cause

a positive change in student outcomes.

Credibility. Mills (2011) defines credibility in part as “The researchers ability to take

into account the complexities that present themselves in a study and deal with patterns that are

not easily explained”(p.105). To ensure the credibility of this study, the researcher kept field

observation notes, as well as peer review with colleagues and supervisory oversight from

administration student assessment and class discussions to ensure the credibility of the study.

Transferability. When discussing transferability Mills (2011) states in part “Include as

much detail as possible to allow the recipients of your work to see the setting for

themselves”(p.104). The researcher maintained detailed records with respect to student attitude,

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engagement and assessments for each phase of the study. The information was presented for the

consumer to review.

Dependability. Mills (2011) suggests that dependability is maintained by “overlapping

methods” with reference to data and “establish an audit trail” (p.105). The researcher relied on

administrative oversight and peer review to ensure that the data was accurate and reliable.

Confirmability. Mills (2011) details two techniques to ensure confirmability of the

study, namely triangulation with respect to data collection and reflexivity which address

assumptions or bias on the part of the researcher. The researcher utilized several methods of data

collection to substantiate the results of the study and kept a written journal recording researcher

observation. Appendix C illustrates the plan for triangulation of the data collection.

Generalization.

Mills (2011) discusses the role of generalization with respect to action research in the

classroom and while he indicates that such research “are not seeking to define ultimate

truths”(p.114) he goes on to state suggest that “the relevance of the findings to the researcher or

the audience of the researcher”(p.114) should be the focus. Any research that can be applied to

other classroom settings while important is secondary.

Attendance. One of the biggest concerns is student attendance and what effect that may

have on the data. Was a student’s grading a reflection of attendance or of the research?

Attendance records from the previous term will be recorded with the grades. That will be

correlated with attendance during the research period. Any significant changes were noted.

Extra-curricular activity. A second problem that needed to be addressed was students

after school extra-curricular activity. Was the student involved in an extra-curricular activity

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during the first phase of the study and not the second? If so what impact may this have on the

research? The researcher made a note of each student’s status through a simple interview.

Teacher/Researcher bias. A third problem is teacher/researcher bias. To assist in

avoiding this obstacle, each phase of the research was reviewed by an independent professional,

(department chair) who had no stake in the findings.

Instruments

Student artifacts. Data was collected by recording grades from the term immediately

preceding the action research. The grades were used as a baseline to insure that the interests of

the students would not be compromised as a result of the action research. Assessments following

each phase of the study were recorded tracking student performance.

Pre-Research survey. At the beginning of the research project both student and parent

surveys were distribute to determine the attitude toward homework. Both surveys were

administered on line to ensure anonymity.

Teacher observations. The teacher researcher kept class notes with respect to student

engagement that were recorded either during or immediately following each class. Students were

graded on a scale of 1 to 5 with 5 being highly engaged and 1 indicating no engagement.

Time Line

The research start date, (table 1) was the week of February 25th, and concluded after 7

weeks ending April 5th. The data was analyzed immediately following to determining what if

any effect student differentiated homework choice had on student outcomes.

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Table 1

Time Line for Action Research Study Student Choice Homework Assignments

Week Day 1 Day2 Day 3 Day 4/ Day 5

Week 1 Student surveyInstruction on outlining

Instruction on summarizing the reading (written)

Instruction on chapter assessment

Review Review

Week 2 Assigned Outline

AssignedOutline

AssignedOutline

AssignedOutline

Assessment

Week 3 Assignedsummarizing

Assignedsummarizing

Assigned summarizing

Assigned summarizing

Assessment

Week 4 Assigned Chapter assessment

Assigned Chapter assessment



Assessment

Week 5 Student choice assignment

Student choice assignment



Assessment





Assessment





AssessmentExit survey

Data Analysis Data Analysis Data Analysis Data Analysis Data Analysis

Data Collection Plan

Mills (2011) states in part that “It is generally accepted in action research that circles that

researchers should not rely on any single source of data, interview, observation, or

instrumentation” (p.92).The data collection matrix (table 2) was organized to help filter the types

of data collected to support the hypothesis.

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Table 2

Data Collection Table for Student Choice Assignments

Question D S 1 D S 2 D S 3 D S 4

How do students feel about homework

Pre Research Student Survey

Teacher Observation

Pre Research Parent Survey

Class Discussion

Percentage of students that do not complete homework

Student Assignment

Student Artifact Homework Assignments

Teacher Observation

Class Discussion

Does student choice increase completed homework

Student Artifact Assignment Weeks 1- 3

Student Artifact Assignment Weeks 4-6

Teacher Observation

Class Discussion

Completed homework correlates to better grades

StudentGrades/Assessment Weeks 1-3

Student Grades/Assessment Weeks 4-6

Student Grades/Fall Term 2012

Teacher Observation / Class Discussion

Results

Findings

Student choice for homework assignment. This study was divided into two phases. One

in which the teacher assigned homework followed by an assessments and the second phase in

which the students had a choice of homework assignments followed by assessments. The results

of each phase were compared to determine if student choice improved student comprehension

and engagement.

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Phase one. The first phase required the teacher researcher to assign specific homework to

43 students in two separate classes. The researcher documented completed homework

assignments as well as weekly assessments for each of the participants. Students were observed

with respect to classroom engagement. Students were tested at the end of each weekly

assignment, three in which they were assigned homework from the teacher and three where they

were allowed to choose the homework of their choice. Figure 1and 2 reflects student assessment

scores on teacher assessments. Figure 3and 4 reflect percentage of at least 1 missed homework

assignments. The results for the first three weeks are as follows:

Figure 1Class 1 Phase 1 Student Assessment Averages

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z0

20

40

60

80

100

120

asse

ssm

ent g

rde

Figure 1. Line graph showing class 1 phase 1 student assessment by teacher choice

assignment.

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Figure 2/ Line Graph Class 2 Phase 1 Student Assessment Averages

AA BB CC DD EE FF GG HH II JJ KK LL MM NN OO PP QQ0

20

40

60

80

100

120as

sess

men

t gra

de

Figure 2. Line graph showing class 2 phase 1 student assessment by teacher choice

assignment.

Assessment averages for each of the two classes remained fairly consistent over the first

phase of the study with class 1 mean of 81 and an SD of 13.80 resulting in 71 % of the students

scoring between 67 and 94 while class 2 was lower with a mean of 80 and an SD of 10, 58% of

the student scored between 70 and 90. In phase one 46 % of the students in class 1and 41% of

the students in class 2 missed at least one homework assignment (figures 3 and 4).

Figure 3

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MISSED46%

NOT MISSED54%

Class 1 Phase 1 Missing Homework

Figure 3. Pie chart showing class 1 phase 1 missing at least 1 homework.

Figure 4

MISSED 41%

NOT MISSED 59%


Figure 4. Pie chart showing class 2 phases 1 missing at least one homework assignment.

Phase two. The second phase of the study students were required to choose from any of

the three approved assignments from phase one. The researcher documented completed

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homework assignments as well as weekly assessments for each of the participants. Students were

observed with respect to classroom engagement.

In phase 2 of the study Class 1 assessment average decreased slightly to 79 with a SD of

12, 65 % of the student scores were between 67 and 91 (Figure 5). Class 2 showed no change in

average and remained at 80 and an SD of 11; however 76 % of the student scores were between

72 and 92 a gain of 18 % (figure 6).

Figure 5/ Class 1 Phase 2 Student Assessment Averages

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z0

20

40

60

80

100

120Class 1 phase 2

Asse

ssm

ent G

rade

Figure 5.Line graph showing class 1 phase 2 student assessment by student choice assignment.

Figure 6/ Class 2 Phase 2 Student Assessment Averages

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37% of the students in class 1 missed at least 1 homework assignment (Figure 7). Class 2

showed improvement in the area of homework with 18% of the students missing at least 1

assignment down from the 41% in phase 1 (Figure 8).

Figure 7

37%

63%


Figure 7. Pie chart showing class 1 phase 2 missing at least 1 homework assignment

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37%

63%


Figure 6. Line graph showing class 2 phase 2 student assessments by student choice assignment.


Figure 8

Teacher Observation

Figures 9 and 10 illustrate student engagement for phase 1. Students were observed with

respect to engagement and class participation following each of the homework assignments. Data

was collected and recorded. In class 1, 69% of the students were engaged in the classroom

activity, while in class 2, 82% of the students were engaged.

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69%Engaged

31%Not engaged

Class 1 Phase 1 Student Engagement

Figure 8. Pie chart showing class 2 phase 2 missing at least 1 homework


Figure 9

69%Engaged

31%Not en-

gaged


Figure 9. Pie chart showing Class 1 phase 1 student engagement by teacher observation

Figure 10

82%Engaged

18%Not engaged


Figure 10. Pie chart showing class 2 phase 1 student engagement by teacher observation

Phase 2 saw an increase in student engagement for class 1 which increased from 69% to

81% (Figure 11) while class 2 engagement decreased from 82% in phase 1 to 81 % in phase 2

(Figure 12).

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Figure 11

Figure 12

engaged88%

not engaged12%


Figure 12. Pie chart showing class2 phase 2 student engagement by teacher observation.

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engaged88%

not engaged12%


Figure 11. Pie chart showing Class 1Phase 2 student engagement, by teacher observation


Survey Response

At the beginning of the study both parents and students were offered a survey that was

designed to elicit their beliefs and feelings with respect to homework. Of the 43 parents eligible

only 26 or 61 % responded. The Student response was 40 of 43 or 93%.

Parent responses. Parents were asked how often they had conversations with their child

about what his or her class is learning at school. Over 73% of the parents that responded

indicated that the they have conversation about homework on a regular basis. (Figure 13)

Figure 13

Once in a while4%

Sometimes23%

Frequently46%

Almost all the time27%

Conversations About Homework

Figure 13. Pie chart showing parents response with respect to conversations about homework

Parents were evenly split with respect to the benefits of homework. When asked how

much does homework assignments help its students achieve their potential. 53% responded that

homework had moderate to no benefit at all (Figure 14).

30


Figure 14

Motivation plays an important role in student success. Carlton and Winsler state,

“Interactions between home and school are vital to build and maintain a caring community

surrounding children. Not only do parents need to know what is expected of them and their

children, but teachers need to know what parents expect of their children and of them”(1999,

para.45).

Parents were surveyed with respect to the motivation of their child. When asked how

motivated is your child to learn the topics covered in class? 69% described their child as

somewhat to extremely motivated (Figure 15).

31

Slightly mo-tivated

31%Somewhat motivated

38%

Quite motivated23%Extremely motivated

8%

Motivation to do Homework

Figure 14. Pie chart showing parents response about the benefits of homework.


Figure 15

Slightly mo-tivated

31%Somewhat motivated

38%

Quite motivated23%Extremely motivated

8%

Motivation to do Homework

Figure 15. Parent’s response about students motivation to do homework.

Student responses Students were asked to respond to a series of questions with respect

to homework. More than 61% of the respondents indicated that they do not like to do homework.

(Figure 16). 34% of the respondents either agreed or strongly agreed that homework was

meaningful (Figure 17). 34 % of the respondents indicated that they never attend class without

homework while 66% indicate that they have attended at least one class without completing a

homework assignment (Figure 18).

32


Figure 16

• AGREE8%

• NEUTRAL33% • DISAGREE

43%

• STRONGLY DISAGREE18%

I like to do Homework

Figure 16. Students’ Response, I like to do homework.

Figure 17

• STRONGLY AGREE13%

• AGREE23%

• NEU-TRAL45%

• DISAGREE18%

• STRONGLY DISAGREE3%

Homework is Meaningful

Figure 17. Students’ response, homework is meaningful.

33


Figure 18

• Never33%

• 1 time28%

• 2 times10%

• 3 times10%

• To many times to count18%

Attend Class Without Homework

Figure 18. Students’ response about attending class without homework.

Note: Responses reflects a minimum of at least one missing homework assignment

Limitations of the Study

Lack of student understanding as to how they as individuals learn resulted in a longer

than expected learning curve with respect to choice assignments. Also implementation in the

middle of the school year resulted in an added disruption from what the research was attempting

to accomplish. While student response was observed as positive in the classroom the assessments

did not reflect a better understanding of the curriculum content.

While class 2 did saw an increase in the percentage of students that scored within

the mean in phase 2, assessment average assessment grade for each of the classes from

phase 1 to 2 was insignificant. Marzano, Pickering and Pollock state in part;

34


“Researcher Jacob Cohen (1988) presents still another way of interpreting effect sizes.

He explains that an effect size of .20 can be considered small; an effect size of .50 can be

considered medium; and an effect size of .80 can be considered high” (2001, p. 6)

Class 1 assessment averages resulted in an effect size of .079 and class 2 assessment

averages resulted in an effect size of .076 between each phase of the study. Both are classified as

low and indicate no statistical benefit to student choice homework assignments the researcher

will continue the intervention with modifications stipulated in the action plan.

Action Plan

Summary of Findings

Marzano, Puckering and Pollock (2001) state “It is no exaggeration to say that homework

is a staple of U.S. education” (p.61). This action research began with the premise that homework

improves student knowledge. The purpose of this action research project was to confirm or refute

the researcher’s hypothesis that differentiated homework assignments (student choice) would

improve student engagement and knowledge in the area of social studies. The study involved 43

students in two 10th grade social studies classes who participated for a period of seven weeks.

The first week involved student orientation with respect to the types of homework assignments

followed by six weeks of research divided into two separate phases.

Differentiated Instruction

Differentiated instruction in the classroom has been recognized as a useful and important

tool for teachers. Hall, Strangman, and Meyer (2003) define differentiated instruction as follows:

35


To differentiate instruction is to recognize students' varying background

knowledge, readiness, language, preferences in learning and interests; and to react

responsively. Differentiated instruction is a process to teaching and learning for students

of differing abilities in the same class. The intent of differentiating instruction is to

maximize each student's growth and individual success by meeting each student where he

or she is and assisting in the learning process (Differentiated Instruction and Implications,

para.4)

A pre-research student survey reflected the negative feelings toward homework. 61% of

the participants responded that they did not like homework and 66% confirmed that they have

attended class without a homework assignment on at least one occasion. 28% present indicated

that they have attended class on more than 3 occasions without homework.

Ongoing observation by the researcher revealed that students responded to choice

assignments in a positive way. Student engagement in the classroom was improved. The data

revealed that 46% of class 1 and 41% of class 2 missed at least one homework assignment during

the actual research, which is slightly less than what the pre-research student survey predicted.

The data revealed that there was no significant change in assessment scores between phase 1 and

phase 2.

Modification. Develop a plan to review curriculum and identify where changes can be

made to reflect student capabilities with department chair, administration and professional staff.

One of the obstacles encountered was the lack of understanding on the part of the student with

respect to how they as individuals learn. To address this, the intervention would continue by

increasing the student orientation period from one week to two weeks and that the orientation

36


would occur at the beginning of the school year. The researcher would also seek the assistance of

the students’ guidance counselor. The student choice assignment would be increasingly phased

in, mixed between traditional teacher assigned homework. The teacher would continue to

monitor progress through assessment and observation and make suggestions specific to each

student with the assistance of the students’ guidance counselor. Results will be reported to

department chair for independent review on a bi-weekly basis for possible corrective action, and

students and parents through weekly online progress reports.

Further Research

Based on initial student response the findings do warrant further study. The purpose of

the study was to determine whether student choice in homework assignments would increase

completed homework assignments and consequently improve student outcomes. While data

revealed no positive change in assessment results, teacher observation with respect to student

engagement in the classroom is encouraging. Marzano, Pickering and Pollock (2001) refer to

research based strategies in classroom instruction when they state in part “no instructional

strategy works equally well in all situations” (p.8) and go on to suggest that “instructional

strategies are tools only” (p.8). Marzano, et al. conclude by stating simply “teachers should rely

on their knowledge of their students, their subject matter, and their situation to identify the most

appropriate instructional strategies” (p.9) This research revealed a useful tool that merits further

study. The teacher researcher will continue to utilize student choice mixed with teacher assigned

homework and include the steps as listed in table 1, Steps to Action chart.

37


Table 1: Steps to Action Chart

Recommended Action

Who is responsible for the action?

Timeline Resources Needed

Strategic planning to Increase student understanding in how they learn.

Professional Staff, Department Chair, Guidance Department,Classroom teachers

Initial team meeting followed by bi-weekly team meetings.

Staff development training in differentiated instruction.

Identify student capabilities on an individual basis. integrate into homework assignments

Classroom teacher / Guidance Counselor.

Ongoing throughout the semester.

Student records, previous test scores, learning style inventory, Student survey.

Identify curriculum goals. Modify if needed.

Administration /Department Chair / Classroom Teacher

Beginning of the semester and ongoing

Ability to modify curriculum goals

Incorporate Differentiated Homework Assignments

Classroom teacher / Guidance Counselor.

Ongoing Rubric and models for various forms of assignments.

Monitor student achievement

Classroom Teacher Weekly Activities, Teacher observations andassessments

Regular progress reports to Students , Parents and Administrators

Classroom Teacher Weekly Computer, online progress reports

Conclusion

As stated earlier differentiated instruction has been around for the past thirty years in the

classroom setting. This action research was designed to improve student outcomes through

differentiated homework assignments. While the findings were inconclusive, there was enough

data through teacher observation which revealed an increase in completed homework

assignments (Figures 7 and 8) and student engagement (Figures 11 and 12) and which would

38


warrant continued study. The number of completed homework assignments in phase 2 showed an

increase of 33% in class 1 and 23% in class 2. At the same time student engagement saw an

increase of 12% in class 1 and 6% in class 2 between each phase of the study.

The concept of action research allows educators methods to improve what goes on in the

classroom. While some may question its usefulness, successful teachers actually conduct

informal research on a regular basis. Marzano, Pickering and Pollock (2001) state “Although a

great deal of educational research has been and is currently being conducted in many universities

and research centers, some educators and noneducators hold a fairy low opinion of that

research”(p.3) . They go on to suggest that educational researchers should look to general trends

and as a result state in part “no single study or even a small set of studies should be taken as a

final word on whether a strategy or approach works well” (p.4).

Keeping with what Marzano, et al. discusses; the trends with respect to completed

homework and student engagement are promising. However Class 1 assessment average

decreased slightly to 79, with an effect size of .079. Class 2 showed no significant change in

assessment average with an effect size of .076. Both are classified as inconsequential. The action

plan was formulated to address the issue with respect to limitations to the research study and

improve assessment averages. It requires and ongoing commitment on the part of administration,

classroom teacher and professional staff in the building.

39


References

Carlton, M., & Winsler, A. (n.d.). School readiness: The need for a paradigm shift.

(1999). School Psychology Review, 28(3), pp338-352. Retrieved from

http://winslerlab.gmu.edu/pubs/CarltonWinsler99.pdf

Cooper, H., Robinson, C. J., & Patall, E. (2006). Does homework improve academic

achievement? a synthesis of research, 1987-2003. Review of Educational

Research, 76(1), 1-62. Retrieved from Stable URL:

http://0-www.jstor.org.lilac.une.edu/stable/pdfplus/3700582.pdf?acceptTC=true

Epstein, J., & Van Voorhis, F. L. (2001). Educational psychologist, 36(3),

181–193.

Retrieved from http://555seminar.pbworks.com/f/Epstein & Van

Voorhis (2001).pd

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications

for UDL implementation. Wakefield, MA: National Center on Accessing the

General Curriculum. Retrieved [01-29-2013] from

http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated

Herrig, R. W. (2011, July 21). Homework research gives insight to improving

teaching practice. Retrieved from :

https://www.mheonline.com/glencoemath/pdf/homework_research.pdf

Kidwell, V. (2004). Homework. Continuum International Publishing.

Retrieved from :

http://0- site.ebrary.com.lilac.une.edu/lib/unelib/docDetail.action?docID=10488206

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https://www.mheonline.com/glencoemath/pdf/homework_research.pdf


Kohn, A (2007, February 01). Rethinking Homework, Alfiekohn.org. Retrieved from

http://www.alfiekohn.org/teaching/rethinkinghomework.htm

Kralovec, E., & Buell, J. (April 2001). End homework now. Educational leadership,

58(7), 39-42. Retrieved from http://www.ascd.org/publications/educational-

leadership/apr01/vol58/num07/End-Homework-Now.aspx

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works,

research-based strategies for increasing student achievement. Alexandria, VA:

Ascd.

Marzano, R., & Pickering, D. (2007). The case for and against homework. ASCD,

64(6), 74-79. Retrieved from http://www.ascd.org/publications/educational-

leadership/mar07/vol64/num06

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Pearson.

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Learning: A Quantitative Synthesis. Journal Of Educational Research, 78(2), 97

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search.proquest.com.lilac.une.edu/docview/1034872827?accountid=12756

Taylor, J. (2012). America's Achievement Culture Harms the Education System.

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Appendices

Appendix A

Parent Homework Survey

How motivated is your child to learn the topics covered in class?

1. Not at all motivated2. Data Analysis Slightly motivated3. Somewhat motivated4. Quite motivated5. Extremely motivated

How comfortable is your child in asking for help from school adults?

1. Not comfortable at all2. Mildly comfortable3. Somewhat comfortable4. Quite comfortable5. Extremely comfortable

When working on school activities at home, how easily is your child distracted?

1. Not easily at all2. Slightly easily3. Somewhat easily4. Quite easily5. Extremely easily

Was your child given too many homework assignments, too few assignments, or about the right amount?

1. Much too many2. Somewhat too many3. About the right amount4. Somewhat too few5. Much too few

43


Appendix A (continued)

How worthwhile was the course material?

1. Extremely worthwhile2. Very worthwhile3. Moderately worthwhile4. Slightly worthwhile5. Not at all worthwhile

How open is homework assignments to students' families?

1. Extremely open2. Very open3. Moderately open4. Slightly open5. Not at all open

Is your child required to do too much homework, too little homework, or about the right amount of homework?

1. Much too much2. Somewhat too much3. About the right amount4. Somewhat too little5. Much too little

How confident are you in your ability to support your child's learning at home?

1. Not confident at all2. Slightly confident3. Somewhat confident4. Quite confident5. Extremely confident

How often do you have conversations with your child about what his or her class is learning at school?

1. Almost never2. Once in a while3. Sometimes4. Frequently5. Almost all the time

44


Appendix A (continued)

How much do homework assignments help its students achieve their potential?

1. A great deal2. A lot3. A moderate amount4. A little5. Not at all


45


Appendix B

Student Survey

1) I like to do homework.

• STRONGLY AGREE

• AGREE

• NEUTRAL

• DISAGREE

• STRONGLY DISAGREE

2) I feel homework helps me better understand my classes.

• STRONGLY AGREE

• AGREE

• NEUTRAL

• DISAGREE


3) Homework is meaningful and relates to the learning Process .

• STRONGLY AGREE

• AGREE

• NEUTRAL

• DISAGREE


46


Appendix B (continued)

4) On average, how much time do you spend each night completing homework?

• Less than 1 hour

• 1-2 hours

• 2-3 hours

• More than 3 hours

5) My parents are involved in my homework assignments.

• STRONGLY AGREE

• AGREE

• NEUTRAL

• DISAGREE


6) How often do you receive homework?

• Never

• 1 time per week

• 2 times per week

• 3 times per week

• I always receive homework

7) How often do you attend class without completing homework during the last term?

• Never

• 1 time

• 2 times

• 3 times

• To many times to count

47


Appendix B (continued)

8) If I had a choice on the type of homework assignments to be completed, I would be more likely to complete it.

• STRONGLY AGREE

• AGREE

• NEUTRAL

• DISAGREE


9) I think that it is very important to do my homework?

• STRONGLY AGREE

• AGREE

• NEUTRAL

• DISAGREE


10) I am too busy after school to do homework.

• STRONGLY AGREE

• AGREE

• NETURAL

• DISAGREE


11) My parents check my homework regularly

• STRONGLY AGREE

• AGREE

• NEUTRAL

• DISAGREE


48


Appendix C

Triangulation of Data Chart

Does Student choice

enhance knowledge?

Parent survey Student survey

Student assessment Phase 1Student

Assessment phase 2

Teacher observations

Teacher assigned

Homework

Student Choice

Homework

Differentiated Homework

49

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