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dc.contributor.advisorFrisby, Craig L.eng
dc.contributor.advisorScholes, Roberta J. (Roberta Jane), 1952-eng
dc.contributor.authorRoper, Jilleng
dc.coverage.spatialMiddle Atlantic Stateseng
dc.date.issued2008eng
dc.date.submitted2008 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on November 15, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisors: Dr. Craig Frisby and Dr. Roberta Scholes.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2008.eng
dc.description.abstractWhile homework has been an active research area, clear documentation of the effects of homework on academic achievement using students showing varying levels of academic performance has not been explored. The purpose of this study was to examine the effects of math calculation homework on the math performance of elementary school students demonstrating varying levels of achievement in math. The study also explored the effects of practice homework and a different type of homework, working-practice homework, which incorporated drill ratio procedures on math achievement. Ninety participants, who were all enrolled in the fifth grade at a Mid-Atlantic, suburban school district, completed the study. After completing a pretest, the participants were blocked into one of three achievement groups (top, middle, and lower) based on their pretest scores and randomly assigned either practice or working-practice homework for 6 weeks. The posttest results indicated no statistically significant differences between the two homework types overall or within each level of achievement group. Regardless of homework type assigned, participants on average demonstrated academic progress for the math calculation skills covered in the presence of instruction; however, between the level of achievement groups, the participants appeared to respond differently.eng
dc.description.bibrefIncludes bibliographical references (p. 109-120).eng
dc.format.extent194 pageseng
dc.identifier.oclc681911156eng
dc.identifier.urihttps://hdl.handle.net/10355/9087
dc.identifier.urihttps://doi.org/10.32469/10355/9087eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshHomework -- Researcheng
dc.subject.lcshAcademic achievement -- Evaluationeng
dc.subject.lcshMathematics -- Study and teaching (Elementary)eng
dc.titleThe effects of practice and working-practice homework on the math achievement of elementary school students showing varying levels of math performanceeng
dc.typeThesiseng
thesis.degree.disciplineEducational, school and counseling psychology (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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