Journal articles: 'Homework assignments'

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Khonamri, Fatemeh, and Martina Pavlikova. "Exploring Teachers’ and Learners’ Attitude towards Homework: The case of English versus Non-English-Major Teachers’ Homework Practices." Education & Self Development 15, no. 4 (December 30, 2020): 32–49. http://dx.doi.org/10.26907/esd15.4.07.

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Homework assignments provide a channel of communication between students and teachers especially in an EFL context where there is little exposure to English language out of the classroom context. Thus, exploring attitudes and homework features may provide teachers with useful information to know how to plan their homework assignments to improve students’ learning opportunities. This study aimed to explore both teachers’ and learners’ attitude towards homework; the difficulties faced by both teachers and learners with regard to homework as well as the assignment characteristics of English-major versus Non-English-major teachers. The study participants were 120 randomly selected adult male and female EFL learners and 81 EFL teachers. The data were collected through questionnaires and subsequent semi-structured interviews. SPSS 24 software was used to analyze the questionnaire data and interviews were recorded, transcribed, coded and categorized for further analysis. The results indicated that students had positive attitudes towards homework assignments. There was no significant difference between students’ attitude towards homework given by English Major (EM) and Non-English Major (NEM) teachers. The data showed that teachers do feel that homework is essential to students’ language development. Similarly, there was no significant difference among EM versus NEM teachers in their attitudes toward homework. The results revealed the following reasons for the difficulties that teachers and learners faced in assigning/doing homework assignments respectively. Those reasons varied from not learning the required concept, not knowing the instruction, not enjoying homework, not paying attention when homework assignments were presented, not understanding homework instruction, copying homework or cheating, the absence of related and meaningful tasks, parents’ lack of knowledge, lack of word power and grammar, to anxiety and stress of homework. The findings illustrated that there were some differences between EM and NEM teachers in terms of amount, skill area used, and degree of individualization in their homework assignments. The results of this study offer a number of pedagogical implications for teachers, curriculum developers, and institute managers.

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Deveci, İsa, and Nevzat Yiğit. "Homework Assignment Preference Scale for Science Courses: A Validity and Reliability Study." International Journal of Education 7, no. 2 (May 28, 2015): 193. http://dx.doi.org/10.5296/ije.v7i2.6769.

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Homework assignments are have important role in learning process. In literature emphasizes that homework assignments do not attract students’ attention and that students do homework assignment just for the sake of formality. It is concretely argued that assigned homework assignment should take into consideration students’ preferences, interests, and needs. In this study, the “Homework Assignment Preference Scale” was developed to determine students’ homework assignment preferences within the scope of a science course. A pilot study was conducted with 155 middle school students, and the main study was conducted with 924 middle school students. Exploratory factor analysis and principal components analysis were conducted to ensure the construct validity of the scale. Hierarchical cluster analysis and confirmatory factor analysis were performed to confirm the emergent factor structures. Results showed that the scale was a valid and reliable tool.

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SALEND, SPENCER J., and MEENAKSHI GAJRIA. "Increasing the Homework Completion Rates of Students with Mild Disabilities." Remedial and Special Education 16, no. 5 (September 1995): 271–78. http://dx.doi.org/10.1177/074193259501600503.

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Whether students with mild disabilities are educated in mainstreamed general education classes or special education settings, it is likely that they will be assigned homework by their teacher(s). assignment of homework can affect their school performance and the grades they receive in their classes. however, because of a variety of factors, many students with mild disabilities experience difficulty completing their homework. this article presents educators with guidelines for increasing the homework completion rates of students with mild disabilities, including (a) varying the amount and type of homework assignments, (b) providing motivating acts so that students complete their homework, (c) using peermediated strategies, (d) establishing and following homework routines, (e) teaching strategies to improve students' study and organizational skills, and (f) involving parents in the homework process.

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Garing, Roy Galenzoga. "Unveiling the parents’ perceptions on no-homework policy in Nangan Elementary School." Sapienza: International Journal of Interdisciplinary Studies 2, no. 2 (July 9, 2021): 63–100. http://dx.doi.org/10.51798/sijis.v2i2.98.

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This qualitative-phenomenological study was initiated to explore and understand the lived experiences and different perceptions of parents on no-homework policy in Nangan Elementary School, Nangan, Governor Generoso, Davao Oriental. Subsequently, this qualitative exploration hoped to draw out conclusions on the perceptions of the parents. The data source in this study derived from seven (7) research participants for the in-depth interview and another seven (7) parents for the focus group discussion. The research participants of this study were the selected Grade Five to Grade Six parents in Nangan Elementary School who were usually having many assignments compared to lower grade levels. The following themes emerged from analysis based in the perspectives of participant interviews: no-homework policy can be optional; no-homework policy is unfavorable and unhelpful to students; no-homework policy causes students to become irresponsible; and no-homework policy causes less learning among students. Concerning the experiences of parents in dealing with the assignments of their children, five major themes were manifested such as: having difficulties in answering homework; being able to help children; having fun while doing the assignment; being unable to finish work or chores; and bonding opportunity. Moreover, the participants about their challenges in dealing with the assignments of their children, four major themes emerged: understanding how to answer the lesson; having balance and time management; giving encouragement; and having follow-ups and rules. Lastly, their suggestions as regards the no-homework policy revealed four emergent themes: parents should always be responsible and helpful to their children; parents should have time management and balance; teachers should give appropriate, simple and uncostly homework; and teachers should give homework to students for continued learning.

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Walker, Henry M. "Homework assignments and internet sources." ACM Inroads 4, no. 4 (December 2013): 16–17. http://dx.doi.org/10.1145/2537753.2537759.

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Macaskill, Norman. "Homework Assignments in Brief Psychotherapy." British Journal of Psychotherapy 2, no. 2 (December 1985): 134–41. http://dx.doi.org/10.1111/j.1752-0118.1985.tb00933.x.

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Rønning, Marte. "Who benefits from homework assignments?" Economics of Education Review 30, no. 1 (February 2011): 55–64. http://dx.doi.org/10.1016/j.econedurev.2010.07.001.

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Helbig, Sylvia, and Lydia Fehm. "PROBLEMS WITH HOMEWORK IN CBT: RARE EXCEPTION OR RATHER FREQUENT?" Behavioural and Cognitive Psychotherapy 32, no. 3 (June 14, 2004): 291–301. http://dx.doi.org/10.1017/s1352465804001365.

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Homework assignments are an essential part of cognitive-behavioural therapy, and are included in the majority of therapy manuals and frequently used in therapeutic practice. Despite this, little is known about problems with homework completion or possible influences on homework compliance. The aim of the present practitioner survey was to provide data on problems related to homework use and compliance. Furthermore, the relationships between different variables and homework compliance were examined. Data were collected by asking 77 cognitive-behavioural therapists to recall two individual patients. Therapists described homework tasks assigned to these patients and procedures of assignment as well as problems that arose during assignment and completion. The results suggested that problems during the assignation of a task as well as during completion regularly occur. Homework compliance was positively associated both with patients' motivation for therapy, outcome at a later stage of therapy, and the provision of a written note or homework sheets on the task. Regression analyses pointed to patient variables as most crucial for homework compliance. Implications for effective homework use in clinical practice are discussed.

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Letterman, Denise. "Students Perception Of Homework Assignments And What Influences Their Ideas." Journal of College Teaching & Learning (TLC) 10, no. 2 (March 28, 2013): 113–22. http://dx.doi.org/10.19030/tlc.v10i2.7751.

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Authors have researched the effects of homework, but few studies have delved into the idea of students attitude towards homework. Consequently, students perception of homework, the principal participants, remains largely unknown. Students experience in homework that started as early as elementary school has influenced their ideas of homework. Trying to get students to complete their homework is one of the most frequent and frustrating behavior problems for educators. The purpose of this study is to understand students perception of homework assignments and identify factors that influenced their ideas. The participants for this research project were 180 undergraduate students enrolled in select Principles of Finance and Corporate Finance classes (encompassing three semesters and nine classes) at Robert Morris University, Pittsburgh, Pennsylvania. Results of the study summarize students opinions of homework assignments while in high school, college, and for the specific course in which the questionnaire was administered. Tests of significance revealed seven (of the nine classes) significant differences between the actual number of times homework was handed in and the pre-conceived number of times students estimated homework assignments would be completed on time.

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Sayan, Hamiyet, and Hatice Mertoğlu. "Investigation of the Opinions of Science Teachers About Homework." Journal of Education and Learning 9, no. 2 (March 10, 2020): 232. http://dx.doi.org/10.5539/jel.v9n2p232.

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Despite the restrictions and controversies in Turkey’s educational system, the efficacy of the homework assignments on the student’s development is indisputable. Besides, what needs to be discussed is what kind of assignments should be given to students, and how they should be evaluated. The aim of this study is to investigate the views of science teachers about homework assignments. The survey method was preferred for this study. A questionnaire was developed by the researchers, and 100 teachers were reached online and via social media. The data obtained from the study were evaluated through quantitative and qualitative analyses. This study shows that the majority of the teachers do not support banning homework, and they consider it as necessary. Teachers mostly assign homework assignments for repetition and reinforcement. Project assignments and research presentation assignments are the most commonly assigned types of homework. Teachers give homework to students which they can do mostly at home spending 0–1 hours together with their friends. According to the teachers, homework provides the most benefits for reinforcement, repetition and learning. In the study, it was found that the majority of the teachers did not use portfolios. According to the teachers participating in the study, the factors that mainly affect student motivation are concentration, reluctance and insufficient knowledge. In order for students to develop their skills properly in the 21st century and be successful in international examinations such as TIMSS, their understanding of homework must also change to meet the requirements of the age.

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Stockall, Nancy. "Designing Homework to Mediate Executive Functioning Deficits in Students With Disabilities." Intervention in School and Clinic 53, no. 1 (February 1, 2017): 3–11. http://dx.doi.org/10.1177/1053451217692565.

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Designing homework to mediate executive functioning disorders of students with disabilities is critical to their future academic success. The article explains and defines different executive functions of the brain and how these impact students’ ability to benefit from homework assignments. Specific strategies are provided for designing differentiated homework assignments that mediate executive functioning skills.

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Buitrago, Francisco. "Engaging in homework development: TARSIS platform as an innovative learning methodology." Australasian Journal of Educational Technology 36, no. 3 (June 26, 2020): 147–62. http://dx.doi.org/10.14742/ajet.5865.

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The paramount importance of active pedagogical learning for the development of skills and competences is now unquestionable. However, homework assignments in engineering courses are still passive learning instruments that often appear as requirements rather than learning tools. This issue arises due that the teaching team usually does not have the capabilities to provide real-time feedback, neither to enable students to fix errors on a timely manner to enhance the process of learning. To overcome this challenge, we developed a novel Blended-like methodology for homework assignments called TARSIS. This methodology uses a platform to boosts the contribution of homework assignments in the learning process by using an attempt mechanism for online solution, combined with a real-time feedback scheme in both virtual and face-to-face environments. The platform is very intuitive to use and offers full flexibility for self-paced learning. In this study, we describe the methodology and use a mixed-method research approach to assess the performance of TARSIS. Results indicate that students enrolled with TARSIS achieved higher performance in both homework assignments and exams. Furthermore, students’ perceptions demonstrate higher enthusiasm and motivation towards the value of homework assignments as mechanisms to promote learning processes.

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Hubacz, Meghan. "Nurturing Persistent Problem Solvers." Mathematics Teacher 111, no. 4 (January 2018): 294–98. http://dx.doi.org/10.5951/mathteacher.111.4.0294.

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Wieman, Rob, and Fran Arbaugh. "Making Homework More Meaningful." Mathematics Teaching in the Middle School 20, no. 3 (October 2014): 160–65. http://dx.doi.org/10.5951/mathteacmiddscho.20.3.0160.

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Karcz-Taranowicz, Eugenia. "SCHOOLCHILD’S HOMEWORK – NECESSITY VERSUS SUPERFLUOUSNESS." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 20 (June 10, 2019): 39–48. http://dx.doi.org/10.5604/01.3001.0013.2280.

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The schoolchild’s homework makes an integral part of the didactic-rearing process. It is only in connection with home assignment that a lesson forms a full unit of the teaching process. The view on the role and value of homework has undergone numerous changes throughout the history of school education. At the moment, the question of home assignments is widely discussed by both parents and teachers. Some schools resign from setting them, while others defend them as an important educational tool. The aim of the article is to expose elements which confirm the necessity of retaining homework as binding in the process of teaching, as well as to point to factors that negate the need for its maintenance.

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Berbary, Cassandra, Camila Fernandes, Cory A. Crane, and Caroline J. Easton. "Homework compliance among substance using male offenders of IPV." Advances in Dual Diagnosis 11, no. 4 (November 19, 2018): 147–56. http://dx.doi.org/10.1108/add-08-2018-0010.

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Purpose Research suggests that homework compliance within cognitive behavioral therapy is associated with treatment adherence and positive treatment outcomes through generalization of learned skills. The purpose of this paper is to determine whether there were differences in aggression and substance use between participants who did and did not complete therapy homework assignments. Design/methodology/approach Secondary analyses were conducted using data from Easton et al.’s (2017) randomized controlled trial of substance abuse domestic violence (SADV) treatment among substance dependent intimate partner violence (IPV) offenders. Analyses of covariance were conducted in order to determine whether homework completion had a significant effect on aggression and substance use. Correlational analyses were conducted to determine the association between quality of homework and outcomes. Findings Participants (n=63) who completed at least two homework assignments had fewer days of alcohol use during treatment compared to those who did not complete any assignments, p=0.03. There was not a difference in the number of days participants engaged in violence based on homework completion. Analyses indicated that those who displayed aggression proximal to alcohol use during treatment completed significantly fewer homework assignments compared to those who did not display aggression proximal to alcohol use (p=0.04). Research limitations/implications This research was limited to a sample of male substance using offenders of IPV within the US additional research utilizing a larger sample size in order to investigate differences in homework completion across treatment groups is needed. Further analysis of the barriers to and predictors of homework compliance among this population is recommended. Originality/value This research highlights the need for incorporation of homework and further exploration of methods and treatment modalities to ensure homework compliance among substance using male offenders of IPV.

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Etlinger, Henry A. "Expanding the Role of Homework Assignments." National Teaching & Learning Forum 23, no. 6 (October 2014): 3–5. http://dx.doi.org/10.1002/ntlf.20019.

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Cox, Daniel J., Debra A. Tisdelle, and James P. Culbert. "Increasing adherence to behavioral homework assignments." Journal of Behavioral Medicine 11, no. 5 (October 1988): 519–22. http://dx.doi.org/10.1007/bf00844844.

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Rom, Curt R. "Teaching in the Virtual Classroom: Using Internet and Computer Resources to Enhance Educational Opportunities in a General Plant Sciences Class." HortScience 31, no. 4 (August 1996): 589e—589. http://dx.doi.org/10.21273/hortsci.31.4.589e.

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To enhance the opportunities for students to access information and the instructors of a large, general plant science class, “Virtual Classroom” concepts using computers resources were implemented. The Virtual Classroom uses three computer resources: 1) a closed subscription LISTSERV for the extramural class discussions, 2) electronic mail for homework assignment and submission, and 3) a World Wide Web Internet homepage for the course. In a large, introductory-level class, student–teacher interaction can be limited. The size of the class and the content may inhibit questioning and discussion among the class participants. The LISTSERV allowed for questions to be posed by students at their leisure and facilitated discussion among students and the instructor outside of the confines of the class meeting. The LISTSERV also allowed instructors to to respond to the students by referring questions to “experts” on a particular subject. Using e-mail for homework assignment and submission was useful for tracking when student read assignments and submitted completed assignments. Electronic assignment grading and returning was paperless and easy for instructors to maintain. The homepage provided students with a permanent syllabus, lecture outlines, homework assignment descriptions, and study aids. Additionally, from the homepage students were able to send e-mail to instructors and search library databases and other electronic databases. Experiences from the instructors using these computer resources will be presented and discussed.

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Bryan, Tanis, and Karen Sullivan Burstein. "Teacher-Selected Strategies for Improving Homework Completion." Remedial and Special Education 19, no. 5 (September 1998): 263–75. http://dx.doi.org/10.1177/074193259801900502.

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Three studies are reported in which we worked collaboratively with teachers across a 2-year period to systematically assess strategies to improve spelling and math homework completion and weekly quiz performance. Eleven elementary and special education teachers sorted 123 students into four groups: (a) students with learning disabilities and homework problems, (b) students with learning disabilities and no homework problems, (c) average-achieving students with homework problems, and (d) average-achieving students without homework problems. Teachers reviewed the extant research on homework, selected homework strategies, designed the methods by which they would implement and evaluate the effects of introducing the strategies to students, and evaluated the results. Three strategies resulted in significant increases in homework completion: (a) giving students real-life assignments (i.e., assignments that connected homework to events or activities in the home) plus reinforcements, (b) using homework planners, and (c) graphing homework completion. The interventions benefited students with learning disabilities and avaerage-achieving students with homework problems more than it did the average-achieving students with no homework problems. Two years following the end of the study, the team continues to use homework planners and graphing on a regular basis, and continues to work as a team on other projects.

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Mojdehi, Hamed Abbasi, and Davood Taghipour Bazargani. "The Impact of Individualized Homework Assignment on Iranian Intermediate EFL Learners’ Motivation." Theory and Practice in Language Studies 8, no. 1 (January 1, 2018): 129. http://dx.doi.org/10.17507/tpls.0801.17.

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This study was designed to investigate the effectiveness of applying individualized homework assignments on Iranian intermediate level EFL learners’ motivation. To achieve this objective, 60 learners in the 16-21 age range who were studying at two private language institutes in Rasht, Iran, were selected from 122 participants based on their performance on QPT. The participants were randomly assigned to experimental and control groups. A pretest piloted before with an accepted reliability index was administered to both groups. Next, the experimental group received the treatment for 20 sessions (doing homework materials specifically designed based on each learner’s interests and preferred learning style). Meanwhile, the control group received a placebo which was the use of exercises in the workbook of the coursebook American English File 3 (Second Edition) as homework assignments. The posttest of motivation was then administered to both groups. The results showed significantly higher scores on motivation test for experimental group at the end of the course. Based on the findings of this study, language teachers can utilize individualized homework assignments to motivate their learners for doing their homework more willingly.

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Kobori, Osamu, Glen Dighton, and Rachael Hunter. "Does perfectionism impact adherence to homework assignment? A preliminary pilot study of perfectionism and procrastination of CBT homework." Behavioural and Cognitive Psychotherapy 48, no. 2 (October 2, 2019): 243–47. http://dx.doi.org/10.1017/s1352465819000547.

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AbstractBackground:Homework assignments are generally viewed as an important factor of cognitive behaviour therapy (CBT).Aim:This study examined whether perfectionists procrastinate homework assignments.Method:Thirty-eight university students attended two sessions, 7 days apart from each other. After completing perfectionism scales at the first session, they were asked to complete homework tasks from a self-help wellbeing booklet and return the booklet at session 2.Results:Only maladaptive facets of perfectionism correlated with most of the behavioural measures of procrastination. Moreover, those high in maladaptive perfectionism set and completed fewer planned activities to improve their mood.Conclusions:These findings suggest that perfectionism may affect how clients set their homework, and perfectionism may interfere with the homework assignments of CBT.

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Arendt, Kristian, Mikael Thastum, and Esben Hougaard. "Homework Adherence and Cognitive Behaviour Treatment Outcome for Children and Adolescents with Anxiety Disorders." Behavioural and Cognitive Psychotherapy 44, no. 2 (July 30, 2015): 225–35. http://dx.doi.org/10.1017/s1352465815000429.

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Background: Homework assignments are considered an essential component for a successful outcome of cognitive behavioural therapy for youths with anxiety disorders. However, only two studies have examined the association between homework adherence and outcome of cognitive behavioural therapy for youths with anxiety disorders. Aims: The study examined the association between homework adherence and treatment outcome following a generic group cognitive behaviour treatment program (Cool Kids) for anxiety disordered youths and their parents. Method: The treatment program was completed by 98 children and adolescents (ages 7–16). Homework adherence was measured as time spent doing homework assignments between each session, reported by youths as well as parents. Outcome criteria consisted of youth-reported anxiety symptoms and clinician rated severity of primary anxiety diagnosis at posttreatment and 3-month follow-up. Results: Results did not support an association between homework adherence and treatment outcome when controlling for pretreatment severity. Conclusions: The study found no convincing evidence that homework adherence predicted outcome of cognitive behavioural therapy for youths with anxiety disorders. Reasons for divergent findings on homework adherence in cognitive behavioural therapy for youths compared to adults are discussed.

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Dattilio, Frank M. "Homework assignments in couple and family therapy." Journal of Clinical Psychology 58, no. 5 (2002): 535–47. http://dx.doi.org/10.1002/jclp.10031.

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Gavrilenkov, Sergey I., Elizaveta O. Petrenko, and Evgeny V. Arbuzov. "A Digital Device for Automatic Checking of Homework Assignments in the Digital Circuits Course." ITM Web of Conferences 35 (2020): 04009. http://dx.doi.org/10.1051/itmconf/20203504009.

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This paper considers a digital device for automatic checking of homework assignments in the digital circuits course. The assignment is to make a digital circuit corresponding to a given logical expression; the circuit is comprised of elementary logic gates. The process of manual testing the built circuit is very labor-intensive because checking a circuit with N inputs variables requires checking the correctness of the output variable for 2N cases. We propose automating this pro-cess with a special digital device. The device is comprised of a microcontroller connected to the circuit tested. The microcontroller is connected to a personal computer with an application written in C# for executing the main operations of the testing process. During testing, the student chooses from a database or enters the logical expression corresponding to the circuit tested. For the expression, the software generates truth tables where actual and required responses of the circuit are given. Actual circuit responses are acquired by probing the circuit via the microcontroller, and the expected values are calculated from the logical expression. The truth tables are then presented to the student with a message of whether the circuit works correctly or not. The device was integrated into the process of checking homework assignments in the digital electronics course, and it significantly sped up the process of checking homework assignment circuits, resulting in better education quality.

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Funk, Ann P., Michael J. Zvolensky, and Norman B. Schmidt. "Homework Compliance in a Brief Cognitive-Behavioural and Pharmacological Intervention for Smoking." Journal of Smoking Cessation 6, no. 2 (December 1, 2011): 99–111. http://dx.doi.org/10.1375/jsc.6.2.99.

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AbstractHomework assignments have been a key component of cognitive behavioural therapy (CBT) for decades, but very few studies examined the effect of compliance on outcome in regard to smoking behaviour. To fill this gap in the existing literature, the present report evaluated the role of homework compliance on short-term outcome in the context of evidence-based care for smoking cessation. Compliance with out-of-session assignments was assessed in a four-session CBT-nicotine replacement therapy protocol for smoking cessation among adult daily smokers (n= 94). Consistent with expectation, homework compliance was associated with better short-term outcomes, including amount of cigarettes consumed as well as abstinence. Importantly, these effects remained after controlling for a wide range of potentially confounding variables (e.g., motivation to quit, nicotine dependence at intake, attendance problems, and in-session participation). Estimates of quantity versus quality of homework compliance did not differentially predict outcomes. Out-of-session homework assignments incrementally predict short-term smoking abstinence in the context of evidence-based care for smoking cessation.

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Mason, Diana. "Knowledge decay and content retention of students in first-semester general chemistry." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 341–52. http://dx.doi.org/10.31129/lumat.v3i3.1033.

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Topics typical of general chemistry I content that need to be mastered have not changed in over 15 years, but the tools available to assist students in learning general chemistry have. Striving to enhance motivation and give students the practice needed for learning first-semester general chemistry were the reasons behind this case study on the advantages and drawbacks to using electronic homework (e-homework). The effectiveness of online homework is important and needs to be evaluated. The questions that therefore arise are: Are commercially available Information and Communication Technology (ICT) tools going to motivate and encourage students to complete the assignments required, and if so, will their use improve the students’ success rate in general chemistry? This case study (n = 1,947) covered a 14-semester span and the use of seven different commercial systems. Of the 1,090 students who voted, 70.7% felt as though the e-homework had been valuable enough to them that it should be continued. Contributions from this study highlight how well do students perform in the class and how well they perform when they advanced to the next general chemistry class. The impacts of e-homework on prevention of knowledge decay and content retention are provided. One of the advantages to using e-homework is that students who master their e-assignments (≥ 90% correct) do better than those who do not. Noted that within these classes is that students who mastered the assignments exhibit less knowledge decay than their peers leading to the conclusion that e-homework is a valuable asset to learning chemistry. The results also indicate that students’ content retention of those who experience e-homework is improved over students who did not use the e-homework available by an average of 15% as scored on an ACS standardized exam given to students the following semester.

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Matt, Post, and Lopez Adam. "The Machine Translation Leaderboard." Prague Bulletin of Mathematical Linguistics 102, no. 1 (September 11, 2014): 37–46. http://dx.doi.org/10.2478/pralin-2014-0012.

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Abstract Much of an instructor's time is spent on the management and grading of homework. We present the Machine Translation Leaderboard, a platform for managing, displaying, and automatically grading homework assignments. It runs on Google App Engine, which provides hosting and user management services. Among its many features are the ability to easily define new assignments, manage submission histories, maintain a development / test set distinction, and display a leaderboard. An entirely new class can be set up in minutes with minimal configuration. It comes pre-packaged with five assignments used in a graduate course on machine translation.

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Guseva, Natalia. "School philological education: traditions and innovations in the organization of home work." Pedagogy: history, prospects 3, no. 6 (December 29, 2020): 31–41. http://dx.doi.org/10.17748/2686-9969-2020-3-6-31-41.

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the article actualizes students’ homework as a form of independent learning, traditional and innovative methods of which are actively used in the practice of school philological education. The author provides a brief historical and pedagogical analysis of methodological and pedagogical opinions of classical and modern researchers about homework as a mandatory element of homework. The author in the historical and pedagogical context reveals some methodological regulations on homework, homework assignments. Based on an original scientific and methodological work, the author shows the features of homework assignments developed and tested in educational organizations of the Jewish Autonomous Oblast. National and regional content in this is the basis of the presented forms of domestic work, which contribute not only to the realization of educational functions of teaching process in general and literary education in particular, but also form the socio-cultural and ethno-cultural values of students in multiethnic Jewish Autonomous Oblast. The author emphasizes the need for a modern scientific rethinking of views on homework, including taking into account the features and capabilities of e-learning and IT technologies in the field of education. The author's didactic and pedagogical conclusions and methodological examples suggest the possibility and need for further research on the functions, meanings, technologies, didactic and pedagogical effects of homework and homework, including in the subject-methodical refraction.

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McClintic, Katie. "Tool Tip: Using Google Docs to Encourage Collaborative Learning Outside of Class." Issues in Language Instruction 3 (January 10, 2018): 8. http://dx.doi.org/10.17161/ili.v3i0.6982.

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How many times have we, as teachers, waded through a stack of grading, working to provide valuable feedback on homework assignments, only to have students give our comments a cursory glance before stuffing it into their already crammed backpacks? I have seen this time and again in my own classes, always thinking that there has to be a better, more effective way to encourage students to become more reflective about their work. I began to reflect on the assignments I was giving, and the lines of communication between teacher and student that develop through the homework. In the traditional method of pen-on-paper assignments, teachers create the activity as a way to elicit specific practice of a particular skill, opening the dialogue. Then each student completes the work and submits the assignment, thus responding to the initial questions from the teacher. The final step in this communication cycle comes with the teacher providing feedback on the student’s work, thus ending the dialogue. In this structure, the student is responding only to the teacher, attempting to give the teacher the correct answer to the question.

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McClintic, Katie. "Tool Tip: Using Google Docs to Encourage Collaborative Learning Outside of Class." Issues in Language Instruction 3, no. 1 (January 10, 2018): 8–9. http://dx.doi.org/10.17161/ili.v3i1.6982.

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How many times have we, as teachers, waded through a stack of grading, working to provide valuable feedback on homework assignments, only to have students give our comments a cursory glance before stuffing it into their already crammed backpacks? I have seen this time and again in my own classes, always thinking that there has to be a better, more effective way to encourage students to become more reflective about their work. I began to reflect on the assignments I was giving, and the lines of communication between teacher and student that develop through the homework. In the traditional method of pen-on-paper assignments, teachers create the activity as a way to elicit specific practice of a particular skill, opening the dialogue. Then each student completes the work and submits the assignment, thus responding to the initial questions from the teacher. The final step in this communication cycle comes with the teacher providing feedback on the student’s work, thus ending the dialogue. In this structure, the student is responding only to the teacher, attempting to give the teacher the correct answer to the question.

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Chua-Chow, Clare, and Doug McKessock . "Enhancing the Study of Business Statistics with an e-Homework System." Journal of Education and Vocational Research 1, no. 3 (June 15, 2011): 96–105. http://dx.doi.org/10.22610/jevr.v1i3.15.

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This paper compares the performance of two classes of students who were enrolled in an Introductory Business Statistics course. Students in one class were required to use e-homework, an online system and another class completed their homework assignments without the online system. The major objective of this study was to determine whether there was any difference in the level of performance between students who used the online homework system and those who did homework assignments in the traditional method. The students in a large class with online homework were compared to students without online homework. This e-homework system enables instructors to monitor individual studentâ€™s performance and transmit immediate feedback to students. This paper answers the question: Can online homework improve the performance of students enrolled in an Introductory Business Statistics course? To answer this question, we evaluated the studentsâ€™ performance based on their final grades in a first year Introductory Statistics course. Studentsâ€™ perceptions of the usefulness of online homework were also considered. The findings of this research showed that students obtain many benefits from online homework. Students were better prepared in writing test, their ability to understand course concepts increased because of the timely feedback they receive from instructors, discussion about Statistics among peers occurred more frequently than in previous semesters. Students cultivated better study habits, and consequently, they developed more confidence in applying their knowledge of statistical concepts.

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Febrianti, Riri, and Yos Sudarman. "STUDI DESKRIPTIF PEMBERIAN PEKERJAAN RUMAH BAGI SISWA DALAM PELAJARAN SENI BUDAYA DI KELAS VII SMP NEGRI 3 PAINAN KABUPATEN PESISIR SELATAN." Jurnal Sendratasik 9, no. 1 (May 1, 2020): 64. http://dx.doi.org/10.24036/jsu.v8i3.108111.

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Abstract This study aims to explain two things, about (1) the implementation of giving homework in the field of theory (using LKS) in arts and culture lessons (music) for Class VII students of SMP 3 Painan, Pesisir Selatan Regency; and (2) Implementation of homework assignments in the field of practice (without LKS) on arts and culture lessons (music) for Class VII students of Painan 3 South Pesisir Regency. This type of research is a qualitative research with a descriptive analysis method, the research produced will provide a clear picture of the object under study with various points of view and various explanations. Data collection techniques by observation, interview notes, documentation notes and study literature notes. Data analysis techniques are collecting data, identifying data, classifying data, describing data, and drawing final conclusions. After collecting the data, the results obtained that the results of the study found problems in giving assignments by the teacher to students in music culture and art lessons in class VII, which is less effective, and not balanced. Homework assignments in the form of musical art practice exercises (without worksheets) performed outside the classroom by students have less portions, compared to assigning theoretical work (using worksheets) done by students individually or in groups. However, at the next learning meeting in class, the teacher asked questions and collected the results of the music practice as evidence of homework in the form of practice already carried out. While homework in the form of theory that students do with worksheets has never been asked or questioned by the teacher. So the results of this study show that there are two opposites, where the results of homework without worksheets carried out by students practicing at home are more questioned by the teacher, while homework with worksheets done by students is not discussed more. Keywords: Descriptive study, homework, cultural arts

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Dahlgran, Roger A. "Online Homework for Agricultural Economics Instruction: Frankenstein's Monster or Robo TA?" Journal of Agricultural and Applied Economics 40, no. 01 (April 2008): 105–16. http://dx.doi.org/10.1017/s1074070800028005.

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This paper describes the programming required for online homework, evaluates its use, and presents methods for student identification and for processing student input. Online homework applications were evaluated in a real class setting. Generally, online homework is cost effective for large classes that have numerous assignments and repeated usage. Online homework appears to increase learning through increased student study-time allocations. Students felt that online homework made course website interaction more productive. They also indicated that online homework increased their perception of the value of lectures and that its use in other courses would be welcome. All findings were highly statistically significant.

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Trautwein, Ulrich, Alois Niggli, Inge Schnyder, and Oliver Lüdtke. "Between-teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement." Journal of Educational Psychology 101, no. 1 (February 2009): 176–89. http://dx.doi.org/10.1037/0022-0663.101.1.176.

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Alfonsson, Sven, Joakim Englund, and Thomas Parling. "Tailored Text Message Prompts to Increase Therapy Homework Adherence: A Single-Case Randomised Controlled Study." Behaviour Change 36, no. 3 (April 11, 2019): 180–91. http://dx.doi.org/10.1017/bec.2019.10.

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AbstractBackground:Psychotherapy homework completion is associated with positive treatment outcomes, but many patients show low adherence to prescribed assignments. Whether text-message prompts are effective in increasing adherence to assignments is unknown.Aims:To evaluate whether tailored daily text-message prompts can increase homework adherence in a stress/anxiety treatment.Method:This study used a randomised controlled single-case alternating treatment design with parallel replication in seven participants. Participants received a five-week relaxation program for stress and anxiety with daily exercises. The intervention consisted of daily text messages tailored for each participant. Phases with or without text messages were randomly alternated over the study course. Randomisation tests were used to statistically analyse differences in mean number of completed relaxation exercises between phases.Results:There was a significant (combinedp= .018) effect of daily text messages on homework adherence across participants with weak to medium effect size improvements. No negative effects of daily text messages were identified.Conclusions:Tailored text messages can marginally improve adherence to assignments for patients in CBT. Further studies may investigate how text messages can be made relevant for more patients and whether text messages can be used to increase homework quality rather than quantity.

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Buyukalan, Sevil Filiz, and Yasemin Boyaci Altinay. "Views of Primary Teachers About Homework (A Qualitative Analysis)." Journal of Education and Training Studies 6, no. 9 (August 15, 2018): 152. http://dx.doi.org/10.11114/jets.v6i9.3382.

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The aim of this study is to reveal the views of classroom teachers about homework assigned to primary students. In the study, a qualitative method was employed. The data were collected through semi-structured interviews and the participants were chosen using the purposive sampling technique. The participants of this study are twenty classroom teachers who taught the primary grades of 1, 2, 3 and 4 at a public primary school in Konya during the school year of 2017-2018. The interview form was administered to four classroom teachers in a pilot study whose findings produced a reliability level of 88% and the obtained data were analysed using the descriptive statistics. The participants’ answers to the interview items were categorized under common themes and sub-themes. Besides, in the discussion of the findings direct quotations were also given. The findings generally indicate that the teachers had a positive attitude towards homework assignments. It was also found that for them homework assignments contribute positively to increase student achievement. The findings also suggest that the views of the participants about homework assignments do not vary based on the variables of gender, grade level, their professional experience and their educational background.

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Ντούσια, Παρασκευή, Αντώνης Κατσαμάγκος, and Μαρίνα Οικονόμου. "Η αποτελεσματικότητα της εκπαίδευσης στις κοινωνικές δεξιότητες σε άτομα με σχιζοφρένεια." Psychology: the Journal of the Hellenic Psychological Society 20, no. 1 (October 15, 2020): 34. http://dx.doi.org/10.12681/psy_hps.23518.

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Ten individuals with schizophrenia and two with schizoaffective disorder received group training in social skills, including conversation skills, friendship skills, and dating skills as well as problem-solving skills. The training, coupled with case management, was administered twice per week for one hour each session for a total of 5 months. The primaryoutcome measures were the Social Contact and Communication subscales of the Life Skills Profile, the WHOQOL-BREF, and the Self-efficacy/self-esteem subscale of the Empowerment Scale. Based on these, participants’ social functioning, community functioning, and self-efficacy perceptions were assessed respectively. Measures were taken at pre-treatment and post-treatment. Patients’ social functioning andcommunity functioning improved over time whereas self-efficacy beliefs did not significantly change. Patients who completed homework assignments frequently improved more in social contact compared to patients who completed homework assignments infrequently. Findings suggest that social skills training for outpatients with chronic mental illness leads to acquisition of social skills that are important in everyday life. Case management is a critical aspect of treatment that enhances learning and transfer of social skills outside the immediate training setting. Benefits from social skills homework assignments mainly depend on the type of homework.

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Kazantzis, Nikolaos, Arnoud R. Arntz, Thomas Borkovec, Emily A. Holmes, and Tracey Wade. "Unresolved Issues Regarding Homework Assignments in Cognitive and Behavioural Therapies: An Expert Panel Discussion at AACBT." Behaviour Change 27, no. 3 (September 1, 2010): 119–29. http://dx.doi.org/10.1375/bech.27.3.119.

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AbstractThis article presents a panel discussion on the integration of homework assignments into cognitive behaviour therapy sessions. The panel comprised experts in research and practice who had been invited as keynote presenters for the 32nd National Conference for the Australian Association of Cognitive and Behaviour Therapy. Experts responded to questions about the definition of homework, the mechanism by which homework produces its effects, and the relative importance of homework adherence for effective therapy. Interwoven through the discussion was an emphasis on a collaborative approach to homework, as well as specific recommendations for the integration of homework into sessions. Selected case illustrations were also discussed.

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Uskova, I. V. "Russian Language Textbook – the Basis of the Design of Home School Work." Russian language at school 79, no. 8 (September 13, 2018): 22–28. http://dx.doi.org/10.30515/0131-6141-2018-79-8-22-28.

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The author discusses a currently important issue –design of the textbook-based home assignment in teaching the Russian language as a school subject. The author views the purpose of this article in drawing attention to that issue, because home assignments largely consist of textbook exercises. However, since the goals of education, principal approaches to the design of the educatory process, and the teaching environment have changed in the past decade, it is necessary to update approaches to the design of schoolchildren’s home assignments in the Russian language. Having based on advanced methods of academic research, completed experimental work and her own school-teaching experience, the author comes at the conclusion that existing textbooks of the Russian language provide ample opportunities for the design of home assignments targeting development of modern education’s key skill in the students – ability to self-educate. At the outcome, the study helps to identify the teachers’ priorities in organizing homework of schoolchildren and describes the vectors of changes in organizing textbook-based homework. The working methods and techniques proposed by the author take into consideration the informational and educatory environment of the contemporary school student, and have been tried out and evaluated within the framework of experimental activities.

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Sung-Ae Kim. "Improving Homework Assignments to enhance English Learners’ Autonomy." English Language Teaching 20, no. 2 (June 2008): 69–92. http://dx.doi.org/10.17936/pkelt.2008.20.2.004.

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Qamhieh, N. "Web-Based Homework Assignments for Introductory Physics Courses." British Journal of Education, Society & Behavioural Science 3, no. 2 (January 10, 2013): 132–43. http://dx.doi.org/10.9734/bjesbs/2013/1989.

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Van Voorhis, Frances L. "Reflecting on the Homework Ritual: Assignments and Designs." Theory Into Practice 43, no. 3 (August 2004): 205–12. http://dx.doi.org/10.1207/s15430421tip4303_6.

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Kazantzis, Nikolaos, and Frank P. Deane. "Psychologists' use of homework assignments in clinical practice." Professional Psychology: Research and Practice 30, no. 6 (1999): 581–85. http://dx.doi.org/10.1037/0735-7028.30.6.581.

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Kazantzis, Nikolaos, and Gregg Shinkfield. "Conceptualizing Patient Barriers to Nonadherence with Homework Assignments." Cognitive and Behavioral Practice 14, no. 3 (August 2007): 317–24. http://dx.doi.org/10.1016/j.cbpra.2006.08.003.

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Cohen, Madeline E., Jennifer Poggiali, Alison Lehner-Quam, Robin Wright, and Rebecca K. West. "Flipping the classroom in business and education one-shot sessions: a research study." Journal of Information Literacy 10, no. 2 (December 1, 2016): 40. http://dx.doi.org/10.11645/10.2.2127.

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In response to the challenge of maximising the effectiveness of one-off information literacy (IL) sessions, library faculty at Lehman College experimented with the flipped classroom model. This research paper reports the results of a multi-semester quantitative study of the flipped classroom in business management and education one-off sessions. Researchers explored two research questions: Do students in a flipped session demonstrate greater knowledge before their session than students in a control session? and Do flipped and control students demonstrate significant, positive improvement in knowledge after their session? The researchers used pre- and post-tests to evaluate two crucial aspects of the flipped model: pre-class homework assignments and in-class active learning. A significant finding supports the usefulness of homework assignments in preparing students for these library sessions. Both education and business classes also reported high degrees of satisfaction with the flipped model. The article provides evidence that the flipped classroom, especially those using the pre-class homework assignments, can be effective for student learning in IL one-off sessions.

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Lehner, Rachael. "Creating Mathematical Lessons Using TED-Ed." Mathematics Teacher 110, no. 6 (February 2017): 466–69. http://dx.doi.org/10.5951/mathteacher.110.6.0466.

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TED-Ed is a free web-based video service tied to the well-known TED Talks. TED-Ed allows instructors to use videos on the website for students to view as homework assignments. It also has options for educators to build lessons around videos and include their own questions, resources, notes, and discussion board posts. Because the lessons have four sections—Watch, Think, Dig Deeper, and Discuss—students are given multiple opportunities to interact with the content and to reflect on their understanding. In the Discuss section, for example, students are able to respond to a question posted on a discussion board. TED-Ed gives educators the freedom to create personal lessons that can be used for homework, extension assignments, make-up quiz assignments, or projectbased instruction.

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Zhao, Dong Ming, and Kai Feng Zhu. "Online Homework Correcting Integrate System Based on ASP.NET." Advanced Materials Research 1078 (December 2014): 325–28. http://dx.doi.org/10.4028/www.scientific.net/amr.1078.325.

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Online homework correcting system based on ASP.NET is an online homework correcting system based on B/S mode, which can provide online work service for teachers and students to improve school teaching level. The characteristics of the system are making the traditional pattern of homework assignments and correcting networked, strengthening the connection between teacher and student, and also improving the teaching efficiency. How to use ASP.NET technology to build an online job submission and the process of correcting system, this article discusses the concept and characteristics of B/S mode, the superiority of ASP.NET and the analysis of general homework system. The system mainly completes the homework uploading and the teacher corrects for homework, it has high stability and simple operation.

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Cox, Teodora B., and Stacy L. Singer. "Taking the Work out of Homework." Mathematics Teacher 104, no. 7 (March 2011): 514–19. http://dx.doi.org/10.5951/mt.104.7.0514.

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Technology daily impacts students' learning experiences. The increased use of calculators, computer algebra systems, and computer–based and Web–based assessments opens up new opportunities and challenges for teaching and learning mathematics. Students' lives are becoming busier, and they have less time to dedicate to homework outside the classroom. Also, many students admit that they do not enjoy completing homework assignments.

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Cox, Teodora B., and Stacy L. Singer. "Taking the Work out of Homework." Mathematics Teacher 104, no. 7 (March 2011): 514–19. http://dx.doi.org/10.5951/mt.104.7.0514.

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Technology daily impacts students' learning experiences. The increased use of calculators, computer algebra systems, and computer–based and Web–based assessments opens up new opportunities and challenges for teaching and learning mathematics. Students' lives are becoming busier, and they have less time to dedicate to homework outside the classroom. Also, many students admit that they do not enjoy completing homework assignments.

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Journal articles on the topic 'Homework assignments'

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