This inquiry study looks at the effects of providing a structured academic environment in the classroom for students to complete homework assignment and the impacts it makes on students’ behavior, work ethic, and attitude. The research took place in a high school algebra classroom with 19 students living in a low socio-economic status neighborhood. The study began with an investigation on unacceptably low homework completion rates and why students were not submitting work. The group of students included eight who are identified as English Learners with language backgrounds in Spanish and Punjabi. The intervention was conducted over the period of a month with seven specific days of different instructional methods that included proximity, modeling the first two homework problems, and changing homework to class work. Data sets include a pre- and post-homework attitudes survey, homework completion rates, and individual homework grades. Results showed that proximity increased student focus and work ethic in the classroom and minimized unwanted behaviors. Modeling the first two problems increased completion rates of problems in class, but did not increase the submission of homework for a grade. Changing homework to class work secured homework completion rates and scores at approximately 90%. Student’s attitudes toward homework became more positive and the difficulty of the homework was perceived to be less than before the intervention began. Proximity and changing homework to class work dramatically increased the number of students who were working together or asking for assistance.
|Commitee:||Bellman, Allan, Booker, Angela|
|School:||University of California, Davis|
|School Location:||United States -- California|
|Source:||MAI 49/01M, Masters Abstracts International|
|Subjects:||Mathematics education, Curriculum development|
|Keywords:||Algebra, Attitude, Behavior, Completion, Homework, Mathematics|
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