The Impact of Mathematics Practice Homework on the Achievement of Fifth Grade Students in the Areas of Adding, Subtracting, Multiplying, and Word Problems

Abstract

Tills study examined the impact of homework versus no homework on mathematics achievement by students grouped into low, middle, and high achievement groups. A pretest was given to determine the ability level groupings. Specifically the problem of this study was to answer the following question. Do students who complete practice mathematics homework pertaining to adding, subtrac~g, multiplying, and word problems achieve higher scores on their posttests than those who do not? The three-week study was administered to two fifth grade classes. Posttests were than administered, and results were compared with the pretest scores. The data indicated that there was no practical significance in the differences in achievement for either the homework or no homework group. Although there was no solid evidence that homework enhances achievement, there was also no evidence that suggests it hinders achievement. Homework cannot be ruled out at this time. When a homework policy is in place, and homework is well planned, and graded, it could still be a valuable asset to teachers, students, and parents.