The Effects of Homework on Learning, Achievement and Behavior in the Classroom

Abstract

The purpose of this study was to determine if the use of incentives can raise the cumulative number of assignments turned in and improve the quality of the individuals work. Four fourth grade students were selected on the basis of poor classroom performance and difficulty completing homework assignments on a regular basis. A mixed multiple baseline changing criterion research design was used for this study. The multiple baseline consequent involved beginning the treatment phase at different times, approximately three days apart. The changing criteria had to do with the criteria for number of assignments and percentage correct. These criteria were set according to the student's past performance. When criteria was attained for a five day period a consequence was given. If either criteria was not achieved then it was repeated until the goal was met. Two consequences were given if the student achieved both criteria. One consequence was given if the number of assignments turned in was met. Again whatever criteria that was not achieved would be repeated. Once both criteria were achieved a new goal was set for the next week. The number of assignments to be turned in would continue to increase as long as their goal was met. The percentage correct for each student would be determined by the student's own ability and the difficulty of the assignments. It was found that when incentives were given, the cumulative number of assignments rose and the quality of performance did improve. Consequences can be useful motivators and enhance a student's academic performance.