Why is Homework a Dirty Word?

Will On-line Homework Improve Completion Rates and By Extension, Improve

Test Scores?

A Field Project Presented to the Faculty of the College of Education

TOURO UNIVERSITY - CALIFORNIA

In Partial Fulfillment of the Requirements of the Degree of

MASTERS OF ARTS

in

EDUCATION

With Emphasis in

Type emphasis here

By

Lauren Nourse

July 2010

Why is Homework a Dirty Word?

Will On-line Homework Improve Completion Rates and By Extension, Improve Test

Scores?

In partial Fulfillment of the Requirements of the

MASTER OF ARTS DEGREE

In

EDUCATION

BY

Lauren Nourse

TOURO UNIVERSITY – CALIFORNIA

July 2010

Under the guidance and approval of the committee and approval by all the members, this field project has been accepted in partial fulfillment of the requirements for the degree.

Approved:

___________________________ ___________________Pamela A. Redmond, Ed.D. Date

__________________________ ___________________Jim O’Connor, Ph.D, Dean Date

TOURO UNIVERSITY CALIFORNIACollege of Education

Author Release

Name: Lauren Nourse

The Touro University California College of Education has permission to use my MA thesis or field project as an example of acceptable work. This permission includes the right to duplicate the manuscript as well as permits the document to be checked out from the College Library or School website.

In addition, I give Dr. Pamela Redmond permission to share my handbook with others via the Internet.

Signature: __________________________________

Date: ______________________________________

i

Table of Contents

CHAPTER I...........................................................................................................1

Statement of the Problem..............................................................................................................................1

Background and Need....................................................................................................................................1

Purpose of the Project....................................................................................................................................1

Project Objectives...........................................................................................................................................1

Definition of Terms.........................................................................................................................................1

Summary.........................................................................................................................................................1

CHAPTER II..........................................................................................................8

CHAPTER III.......................................................................................................23

Chapter IV...........................................................................................................24

ii

List of Tables

Chapter I

Statement of the Problem

Background and Need

Purpose of the Project

Project Objectives

Definition of Terms

Summary

Abstract

There is an ever increasing complaint from high school teachers that the students we are sending from the junior high are not prepared for the rigors of their classes. Given the premise that homework is a necessity when learning to work independently and in developing self-discipline and responsibility the teachers at Martinez Junior High School instituted a homework lunch for students who did not complete math and science homework when due. The purpose was to provide a location for homework completion with teacher assistance. In spite of this intervention, the rates of completion of homework stayed static. Can we create more opportunities for homework to be done on line and will this increase homework completion rates?

Will On-line Homework Improve Completion Rates and By Extension, Improve Test Scores?

Reading other projects for this class one realizes that the problems we are facing as

teachers are common throughout the academic disciplines. Our reason for investigating the use

of educational technology is to allow teachers to better connect with our students who have

grown up as technology natives (Hatzigeorgiou, 2009). Students seem to be feeling more and

more disconnected from school with each passing year. They question the relevance of the

subject being taught and don’t understand how this variety of topics can form a major foundation

for their future education and, more importantly, for their later success in the work place.

(Prensky, 2008b) In our efforts to find ways to help students want to engage, we must investigate

how we as teachers can use these new technologies that students use daily (or even hourly).

The debate continues to rage on as to the effectiveness of homework: does it translate

into higher test scores? How do I cover the language of science and insure students have the

background needed to understand our curriculum without asking for some effort on their part

outside of the classroom day?

Overwhelming evidence exists that homework improves student achievement (Cooper,

Robinson, and Patall 2006). With that evidence in mind, how can we insure that: a) homework

gets done; b) that homework is deemed to be meaningful to both students and teachers and; c)

the new methods to deliver homework will stimulate its completion?

Statement of the problem

Research has shown improved student learning when meaningful homework assignments

are completed and returned to students with constructive comments (Mendicino, Razzaq &

Heffernan, 2009). In addition, students benefit from completing homework and learning to work

independently. Homework also helps to develop self-discipline and responsibility. Given this

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information I wanted to find research that supported my belief that homework is an essential part

of student learning and, more importantly, important for student retention of information.

There is an ever growing struggle between schools and parents over the necessity,

amount, and usefulness of homework. There are studies for (Cooper, Civey. Robinson, & Patall,

2006) and against (Kravlovec & Buell, 2000) homework, but the majority of studies conclude

that homework does improve academic achievement. In spite of these studies, the perception

persists and in fact is growing among teachers and administrators that homework is no longer an

essential piece of the educational puzzle (Kralovec & Bell, 2003).

In an attempt to increase homework completion rates in our eighth grade science classes

we have been keeping an accurate tally of students who do not turn in assignments on time. They

are then given a lunchtime detention with the principal and an opportunity to complete the work.

The assumption has been that this intervention would improve the turn in rates. In the four

months of this program there has been little or no improvement in percentage of homework turn

in. 40-50% of students routinely do not turn in their assignments on time. In an effort to improve

this turn in rate I have investigated studies that offer options to the traditional pen-and-paper

homework cycle.

The Mendicino fifth grade study concluded that there was a significant improvement in

learning for students who completed the homework using the Web-based model. In a college

level study, results were negligible. That study concluded that web-based homework is a good

alternate but not necessarily a replacement for traditional general homework (Liang, 2002).

Even though the college level physics results did not show any significant difference in

learning outcomes, the study did report a higher level of homework completion for those who

3

completed the web-based homework. They also reported that students found the web-based

homework more “interesting” even though they spent more time completing it.

Background and Need

There is a need to find a new tech savvy way to allow students to participate in

homework. In our continuing efforts to engage students in the academic process it appears we

must learn from them and employ some new web based methods for completing homework.

Obviously a student technology assessment would need to be completed. We are making

assumptions that ALL students have access to and routinely use the internet and other

technology. This survey would help find out what technology literacy exists among my students.

What is the student’s access to computers, their access to the internet, and the ability of their

computer to handle the graphic and video components anticipated in the homework events?

Following the lead of several other teachers doing research on this topic I would suggest a need

to an assessment of the conditions under which students do their homework. Items needing to be

assessed would include: a) when and where homework is done; b) lighting conditions; c) study

space or surface; and d) music, television, or other noise level factors. From that point, testing

parameters would be established and a research time period set.

Purpose

The purpose of the project is to take existing homework assignments and compare the

rates of homework completion between students using the traditional pen-and-paper style versus

homework completed on-line and returned to the teacher via the web. Will there be an increase

in homework completion rates as indicated by several prior studies? (Bonham, Beichner, &

Deardorff. (2001), Salend, Duhaney, Anderson, Gottschalk, (2004), Cooper, Robinson, Patall,

(2006) or has the novelty of the web as an educational homework resource begun to fade?

4

Project Objectives

Does Homework Improve Academic Achievement? With this project I hope to determine

what type of homework is necessary to encourage students to do their homework. I anticipate

giving pre- and post- tests for the unit covered under the study.

During the course of the project I hope to determine what homework teachers at MJHS deem

worthwhile.

The project will call for implementation of the use of online homework assignments for at

least one project at MJHS. In addition, it will be necessary to find routine weekly homework

assignments that can be done online. Hopefully this project will open dialogue and debate at

MJHS as to the effectiveness and worth of homework in our specific community.

Summary

The hypothesis is that web-based homework, particularly well-designed homework with

a web component, can provide an alternative to traditional types of homework. Can we create

more opportunities for homework to be done on line and will this increase completion of

homework assignments and by extension improve student test scores? Will on-line homework

improve understanding of the material and thus create improved test scores? Lastly, will this be

just a novelty to students who will be interested in completing this new style initially but quickly

tire and return to old habits?

Definitions:

Blog or Web Log – A blog (short for "web log") is essentially an online journal or diary where

one can post messages, photos, music and video on their own.

(http://absolute-digital.co.uk/glossary.php)

Blogger – A contributor to a blog or online journal (http://en.wiktionary.org/wiki/blogger)

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Computer-based homework: A more general term for any type of homework graded by a

computer, including web-based homework.

Critical pedagogy- process of learning and relearning

Digital Literacy – The ability to use digital technology, communication tools or networks to

locate, evaluate, use and create information.

(http://www.digitalstrategy.govt.nz/Resources/Glossary-of-Key-Terms/)

Digital Native – A digital native is a person who has grown up with digital technology such as

computers, the Internet, mobile phones and MP3 players.

(http://en.wikipedia.org/wiki/Digital_native)

Digital Immigrant – A person who was not born into the digital world but has adopted many or

most aspects of the new technology. (Prensky, 2001)

High quality homework -well prepared cognitively engaging tasks of varying difficulty and

involving careful class discussion of homework assignments (Trautwein et al. p 453 2006)

Homework- any task assigned to students that is to be done outside the hours of the school day;

any paper and pencil activity given by the classroom teacher that the student must complete at

home. The activity or activities are not constrained to one subject or content area, but it can also

be based on abstract thinking skills and requires mental effort and discipline (adapted from

Cooper 2006, Corno 2000, and Taback 2005).

Meaningful learning- occurs when students select and organize relevant visual and verbal

information and systematically integrate the newly constructed visual and verbal representations.

Paper-based homework- the more traditional method of students working out their solutions on

paper, turning these in for grading, and, after a delay of a few days to a few weeks, receiving the

papers back with written comments on them.

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Web 2.0 – The term given to describe a second generation of the World Wide Web that is

focused on the ability for people to collaborate and share information online.

(http://www.webopedia.com/TERM/W/Web_2_point_0.html)

Web-based homework system- a service which (1) can be accessed from any standard browser

and Internet connection (2) password authenticates the user, (3) delivers assignments to students

and receives their answers (4) grades student work automatically and (5) keeps a permanent

record of student scores which the instructor can access at a latter time.

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Chapter II

Introduction

Why have students in a suburban middle school stopped completing homework in ever

increasing numbers? What is it about homework that has become a battleground for teachers,

administrators and students? Why do teachers assign homework? What do parents and teachers

want their students to gain from completing the assigned tasks? If in fact homework has become

a lightning rod for educational change, how can we facilitate that change and still keep the

components of homework that are important to teachers and parents and still motivate students to

higher rates of completion? Some investigations have suggested the reasons for non-completion

involve the difficulty of the assignment or the inability of students to work independently (Latto-

Auld, 2005). Other studies suggest that students do not have adequate facilities at home to

complete work (Krovalec & Buell, 2001). Some researchers maintain that the assigned

homework is inappropriate (Marzano & Pickering, 2007). Still others maintain that the student

voice has been neglected and should be incorporated as best as it can be (Noguera, 2007).

In our continuing efforts to engage students in the academic process, it appears we must

learn from these various studies and employ some new web based methods for completing

homework. As one might expect, the issue of homework creates a complicated debate. While

some feel homework is punitive and a detriment to students and families, (Kohn, 2006), other

research has shown nice improvements in student learning when assigned homework is

completed (Mazzino, Brock, & Heffernan, 2009). Cooper, Robinson, and Patall (2006) in their

seemingly exhaustive research of the effects of homework found that homework improves

learning but leaves the door open for more study (p. 53). Some of the studies they investigated

suggest significant correlation between homework and achievement. There were differing

8

conclusions based on grade level and subject matter, which leads the topic open to future

investigation. Coutts (2004) argued that more homework is needed to achieve educational

excellence. The debate rages on as to the necessity of homework.

Homework is such a complicated issue. The ever-changing demographics of a

community and the classroom continually cloud the issue of homework’s worth. Those who

subscribe to the theory that homework is evil, tend to focus on the amount of time it takes for a

student to complete the homework. This can create conflict at home between parents and

students (Kohn, 2006a). Simplicio (2005) offers the argument that because there is little

consistency between teachers on amounts and types of assigned homework students cannot

adequately plan for homework time. This then leads to an investigation of the type of homework

assigned: routine worksheets based on the day’s lesson, practice, review, research for a report, or

perhaps a response to an inquiry based lesson. There are also homework assignments that fall

under the non-instructional design (Xu, 2005). These include punishment assignments, social

skill development, and homework involving parents that is intended intended to improve

communication between parents and students. Those who support homework feel that it

promotes a positive attitude towards school, cements the classroom learning, and helps to dispel

the notion that learning occurs only in school. Homework also reinforces concepts introduced in

the classroom. Students can learn to cope with mistakes and difficulties (Bempechat, 2004).

Hong, Milgram, & Rowell (2004). Hong et al (2007) stated that “Homework is a powerful tool

that can contribute to the advancement of children’s education, or it can do more damage than

good to their education and development. The difference between the two outcomes depends on

the quality of decisions as how to homework is implemented” (p. 203).

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Theoretical Rationale

Killoran (2003) proposed that there are four theories of development that can be applied

to the homework question. These development theories can be used to explain many of the

reasons for not completing homework and can also be used to specify what interventions could

be applied.

1. Behaviorism identifies the homework problem as being an issue of

reinforcement. It is anything that results in a behavior increasing or staying

the same. One must find a way to reinforce the desired behavior.

2. Constructivism suggests that a child should be the initiator of activity and is

the person responsible for interacting with the environment. The child will

manipulate the environment. The teacher would set up the environment so that

the child could progress up the developmental scale.

3. Maturational theory believes in the biological reasons behind the development

level. In order for the student to be successful the teacher must give

homework that is at the appropriate developmental level.

4. Ecological systems theory maintains that there are extraneous issues that

should be resolved before the student can be successful (Killoran, I. (2003).

Why Is Your Homework Not Done? How Theories of Development Affect

Your Approach in the Classroom. Journal of Instructional Psychology, 30(4),

309-311)

The constructivist view was applied to the proposed research because it supported active

learning and allowed students to investigate new ways to solve old problems. Students used the

web and Internet to complete routine homework assignments. This study proposed to examine if

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they could become active learners using a medium they have embraced. Xu (2005) suggested

that when students complete homework for intrinsic reasons, the result is a higher grade. He

defined intrinsic characteristics as ones that develop responsibility, allow the learner to work

independently, help them to learn study skills, develop good discipline and reinforce school

learning.

One piece to the homework puzzle is to ask why a teacher assigned the homework in the

first place – what were they hoping students would get out of the assignment and how long did

the teacher think it would take the student to complete the assigned work. Some of the research

studies focused on the value of the assigned homework (Marzano & Pickering, 2007). There

were fewer studies that addressed the ideas of computer-based homework. There were some

studies on the effect of web-based versus paper and pencil based homework at the university and

upper high school level (Cole, 2003; Mendicino, Roth & Ivanchencko, 2008; Pritchard &

Morote, 2002).

The study proposed that homework could be a good way to help students create the

foundation they need for science literacy and comprehension. It asked, could a teacher create

homework that would combine student love of the computer and its instant gratification with

instant feedback on assigned homework? Would this then translate into better understanding?

Would this create better science literacy? More importantly, would this create a greater interest

in science learning? Having been born into an era in which technology surrounds them, students

born after 1991 can be considered Digital Natives. While they access technology and the internet

daily through their computers and cell phones, it is usually for social networking purposes rather

than for educational reasons. It is increasingly important to integrate the student’s use of

technology into classroom instruction for Digital Natives. The custom of students having a

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passive role in the learning process should be left behind (Strom, Strom, Wing & Beckert, 2009).

This opens the door for studying the effects of web-based homework, its completion rates, and

the effect of completing that homework on quiz and test scores.

Differing Opinions: What makes Homework Bad?

As noted previously, there are differing opinions as to the value of homework. Marzano

and Pickering (2007) looked at both sides of the homework issue. They reviewed the work of 7

studies and articles. One of those studies by Kralovec and Buell (2000, as cited in Marzano &

Pickering, 2007) suggested that homework “teaches students to overvalue work and increase a

sense of competition” (p. 74). Analyzing Bennett and Kalish (2006 as cited in Marzano &

Pickering, 2007), Marzano and Pickering ascertained that too much homework can harm

students’ health and family time. They also suggested that most homework is not designed well

and teachers are not trained in how to assign homework. Another study examined by Marzano

and Pickering took aim at other homework researchers and said that they fail to show that

homework is effective (Kohn, 2006 as cited in Marzano & Pickering, 2007). Homework should

be designed to involve activities appropriate for the home. Marzano and Pickering take note that

Kohn may have misunderstood or misrepresented the research which then sent the wrong

message that research does not support homework. The Marzano and Pickering study suggested

that inappropriate or poorly designed homework may even decrease student achievement.

Krovalec and Buell (2001) discussed how homework punishes students in poverty who

may not have the time or place or equipment to adequately complete homework. In their follow

up to a study in the 1990s on why students drop out, an inability to complete homework was a

major factor. This study led to a further analysis of other research reports and interviews with

teachers, parents, high school dropouts, and current high school students. In addition to being

12

punitive on those who are poor, their investigations showed that homework can be a major factor

in disrupting family life and being a major cause of family conflict. They suggested that

academic skills needed to complete long-term independent projects should be taught within the

school day. The drill and practice that is so often assigned as homework would be better placed

within the school day to allow students to get help when needed when they are stuck or lack

understanding. Krovalec and Buell go on to tackle and debunk three homework myths:

1. homework increases academic achievement

2. homework is needed for improved test scores

3. no homework will dilute the curriculum and cater to lazy students.

Kohn (2006) in his article Abusing Research; The study of homework and other examples,

tackled several studies and argued against their findings by reinterpreting the results of the

various studies. His investigations rebutted those studies that showed a positive effect of

homework on younger children. He went on to suggest that giving homework is just a form of

punishment.

Why does a teacher bother assigning homework? Connor (2004) reported that teachers

assign homework with the notion that they do it to “promote good attitudes toward school, to

improve study habits, to dispel the notion that learning occurs only in school, and to allow

parents the opportunity to express to children how much they value education” (p.31).

Conversely Van Voorhis (2004) pointed out that teachers have very little training and little

professional development in what constitutes effective and well-designed homework.

Schuster’s study involved 9th grade geography students (2009). In addition to measuring

the impact of homework on learning, the study also measured the impact of student homework

preferences on homework completion and on learning. Schuster’s investigation also involved a

13

study of the homework environment, time management, the handling of distractions, a

monitoring of motivation, and the controlling emotions related to homework. This research did

not find an improvement in quiz scores for those students assigned homework. Thus one is left

pondering whether there is a simple solution to the question of the value of homework.

Differing Opinions: What makes Homework Good?

When questioned, most teachers will say that they give homework to cement student

understanding, promote responsibility, and provide for practice. Cooper, Robinson, and Patell

(2006) completed a major study updating their 1989 study investigating over 69 studies on

homework effectiveness. While other authors have debated their conclusions (Kohn, 2006),

Cooper et al (2006) found that there was a positive influence of homework on achievement,

particularly in upper grades. In six studies that employed exogenous manipulations, they all

revealed that homework had a positive effect on unit tests. Because Cooper’s investigation of

homework studies was so vast, there was difficulty in connecting the effects of homework on

achievement due to the different foci for each of the studies. Looking at nine studies that used

data collected as part of various waves of the National Education Longitudinal Study, he found

that all but one had a positive association with homework. There were 12 other studies that

examined the relationship between homework and achievement in Cooper’s analysis. Again,

positive results between homework and achievement were recorded although caution was

advised against drawing conclusions from this set as their variables and methods were diverse.

Cooper recommended that future research was needed because of these variables.

With the debate raging on the value and effectiveness of homework, it was important to

narrow the research to look for the impact of web and internet based homework on learning.

14

Mendicino, Razzaq and Heffernan (2009) conducted a study of 54 5th graders. Using a

counterbalanced experimental design they got positive quantitative results. They ascertained that

students learned significantly more with web-based homework than with paper and pencil based

homework. In their short 1 week study, they compared the effects of web-based homework

using the ASSISTment system to the effectiveness of paper and pencil homework. The

ASSISTment system was used to provide tutoring at each step of the homework. Each tutoring

step was constructed around a cognitive model of the problem-solving knowledge students have

and the knowledge needed to solve each problem. It was modeled as a set of independent

production rules which represented different pieces of knowledge. The ASSISTment system

provided both interactive scaffolding and hints on demand. The results of this study showed that

students performed better on assessments after using the web-based homework.

Salend, Duhaney, Anderson and Gottschalk (2004) found that setting up a homework site

on the internet was an effective tool to guide students and their families when attempting to

complete homework successfully. Several studies Roth, Ivanchenko, and Record (2007),

Pritchard and Morote, (2000), and Melis, et al (2001) focused on the effectiveness of various

college level programs. The products researched were Web Work, Cybertutor, and ActiveMath.

All three found these programs to be helpful in alleviating the problem of assessing large

numbers of homework assignments. Getting information back to the student in a timely fashion

was shown to be a key in the student’s better comprehension of material. It appeared that

looking at ways to improve assessment is critical. Cole and Todd (2003) studied the use of

computer animation and multimedia presentations. This was also a college level study. While

they found that all forms of computer based instruction were effective at the college level their

research showed that they were somewhat less effective at the pre-college level. Strom, Strom,

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Wing, and Becket (2007) found that students considered internet homework to be helpful and

found that understanding of topics was increased. In addition, independent learning was

facilitated and the internet allowed for more practice with research skills. Bonham, Becker, and

Deardorff (2001) in their study of 294 college physics students found that while there was little

difference in performance between web and paper assignments, students generally preferred to

do their homework on the web. This was also the finding of Liang’s (2002) study of students in

courses in introductory college level physics.

Table 1 presents a summary of the major advantages and disadvantages surrounding the

homework debate as highlighted in the majority of the research.

Table 1: Summary of Homework Pluses and MinusesAdvantages Disadvantages

Integrates separately learned skills and concepts

Major cause of stress in students’ lives

Dispels notion that learning occurs only in school

Major cause of family stress

Supplements in-school academic activities; reinforces school learning

Can promote a negative attitude toward school

Prompts greater self direction and self discipline

Can deny students access to leisure time and community activities

Promotes better time organization Can increase differences between high-and low-achieving students

Invites more independent problem solving

Can increase parent involvement Prepares students to be prepared for

academic demands and obstacles

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Table 2:Summary of Recent Studies on Effectiveness of Homework

Author Date Sample Age, Grade and gender

Quantitative difference in performance

Qualitative difference in performance.

1. Xu 2005 8th grade No Rural students took significantly less initiative in monitoring their motivation. High achieving students made greater use of all 5 subscales of homework management strategies.

2. Cole andTodd

2003 College freshman

No measurable quantitative effect on the students outcome

Appreciated on line component of homeworkHigh GALT students preferred paper and pencilLow GALT students preferred web and liked immediate feedback to HW

3, Razza and Heffernan

2009 5th graders50% male50% female

Yes: students learned more with Web-based hw than with paper-and pencil hw.

Students take hw more seriously when they know it will be graded

4. Cooper, Robinson, & Patall

20061987-2003

K-12 Yes: doing hw improved academic achievement. More effect at middle and upper grades than elementary.

Of 69 studies, 50 were positive and 19 were negative pg 48Too much hw leads to poor attitude towards school

5. Schuster 2009 9th graders No: hw had little impact on learning in geography

Inconclusive relationship between homework and quiz scores and homework preferences and homework completion and homework preferences and quiz scores

6. Pritchard & 2000 Yes Final exam, weekly tests,

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Morote and Socratic tutorTutor based assessment was able to provide more accurate was to deal fairly with students’ capabilities (pg 6)

7. Bonham, Beichner, & Deardorff

2001 College physics

Student performance was similar between paper and web sections (pg 294)

Students overwhelmingly preferred web-based hw system.

8. Bonham, Deardorff, & Beichner

2003 College physics

No statistical difference

More effective for teacher in assessing student work

9. Roth, Ivenchecnko & Record

2008 Postsecondary math and science

Students perceptions positive: liked immediate feedbackResubmissions of work

Every study had unique findings. Table 2 summarizes the various research. While studies 1, 2,

5, and 8 showed no measurable quantitative differences in performance between students

assigned homework and those not assigned homework, studies 3, 4,and 6 do show a measurable

improvement. In addition, studies 2, 6, 7, 8, 9 suggested students prefer using a web-based

homework system.

Student Engagement and Student Perception

It would be a common conclusion to assume that the findings of Cooper’s study lead to a

conclusion that there is a distinct and measurable value to homework. However, broadening the

research base revealed articles and books with distinctly different opinions. Schuster, in his 2009

study of ninth grade geography students, found inconclusive evidence that homework improved

quiz scores. Kohn (2006a, 2006b) in several books and articles argued that homework is usually

assigned simply because it is expected of teachers to assign homework. Kohn contends that

homework “should not be assigned unless there are good data to demonstrate its value for most

18

students” (p7). There is also a body of research that discussed how little teachers really know

about the homework they assign-how long it will take a student and what their reasons are for

assigning it. Often student teachers are given little or no instruction on how to decide what

makes a good homework assignment. Bryan and Burstein (2004), who are pro-homework, found

that the amount of homework completed had an effect on student academic achievement, in

contrast to the amount of homework assigned. These arguments gave rise to the idea that

students should have more of a voice in their homework and in their learning.

There seems to be a fit for homework done and submitted on the computer. Students are

looking for teachers to hop on the digital bandwagon. Mendicino, Razzaq and Heffernan in their

2009 study of 5th graders found that students learned significantly more with web-based

homework as compared to traditional paper and pencil homework. Strom, Strom, Wing, and

Beckert (2009) reminded us that students now consider the internet to be their most important

source for most anything. Recent reports suggested that adolescents spend upwards of 15 hours

a week online. This has been refuted by another study suggesting that the amount of time

students spend on homework has not changed in 20 years (Van Voorhis, 2004). The U. S.

Department of Education 2001 survey found that 26% of 13 year olds had one to two hours of

homework per night while 37% had less than one hour. 30-40% spend no time on homework,

either because they were not assigned any or did not complete it. Even with these statistics

Coutts (2004) reported that many mid and high school students find homework to be socially

isolating. According to Lenhart and Madden’s 2007 survey, 87% of students go online daily

after school. Teachers must begin to tap into this technology to facilitate the digital native’s

learning. Students like the fact that on the internet they can proceed at their own pace. With

student participation in social networking sites so high, there is an avenue opening for online

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teamwork tasks and use of the internet to expand group learning. A student’s perceptions of

homework and school in general play a major part in their future success.

Summary

If, in fact, homework is being assigned in an effort to improve student achievement then

one must answer the question of how that achievement is measured. Relative to this study, while

it would seem that achievement in science could be measured in terms of science literacy and

curiosity about the topic, the reality is that achievement must hold to our state and national

measures of judging literacy which currently is by standardized tests scores.

More recent studies showed that students prefer using the web and computer for their

homework regardless of its direct impact on test or quiz scores. Prensky (2007) suggested that

students are asking for new technologies since they realize how useful they can be. As Strom et

al (2009) reported, students are frustrated by teachers who do not embrace the digital

environment. As Digital Natives they are said to prefer receiving information quickly; are adept

at processing information rapidly; prefer multi-tasking and non-linear access to information;

have a low tolerance for lectures; prefer active rather than passive learning, and rely heavily on

communications technologies to access information and to carry out social and professional

interactions (Prensky 2001).

As we can see from Figure 1, students are spending increasingly larger amounts of time

on the internet. As adolescents increase their online time, it will be important to tap into their

belief that their homework can be improved through the use of the internet. (Lenhart & Madden,

2007). The focus of Chapter 3 will be to narrow the study of homework on the Internet to

middle school students. There is strong evidence that teachers can lead the way in showing

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students how to employ technology based tools to optimize the learning experience. (Kirkwood

& Price, 2005). The idea is to teach with technology – not just teach about technology.

Figure 1. Percentage of students in nursery school and students in K-12 using computers or the

internet, by grade level: 2003. Reprinted from “Computer and Internet Use by Students in 2003:

A Statistical Analysis Report,” by M. DeBell, and C. Chapman, 2006, National Center for

Education Statistics, p.7. Copyright 2006 by the U.S.Department of Education

Once we improve the completion rate for homework, will that translate into higher test

scores? Will these higher test scores come because the teachers can devote more in class time to

experiments and work at a lab station? Even though other studies have shown that the same

learning can be affected with computer simulations, is there a way to get students more interested

and involved in the classroom during the day? A higher percentage of students attach little

importance to what is happening in the classroom. Will providing more computer time and/or

more time working on hands-on labs rather than “seat” time make their science education more

relevant to them? Noguera (2007) reminds us to include the student voice in this discussion as

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students’ can often come up with acceptable solutions to a problem. How homework is

implemented can determine whether it will be helpful or a detriment (Hong, Milgram, & Rowell

2004).

22

Chapter III

23

Chapter IV

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Appendix: Field Project

Field Project Title

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