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The relationship between student and...

Taback, Vanessa V.

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The relationship between student and parent perceptions of homework and academic achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between student and parent perceptions of homework and academic achievement./
作者:	Taback, Vanessa V.
面頁冊數:	53 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0897.
Contained By:	Dissertation Abstracts International66-03A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3169126
ISBN:	9780542051067

The relationship between student and parent perceptions of homework and academic achievement.
Taback, Vanessa V.

The relationship between student and parent perceptions of homework and academic achievement. - 53 p.

Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0897.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2005.

This study investigated the perceptions that students, parents, and teachers have about homework, and the association of homework with academic achievement. This investigation was undertaken to further understand the link between homework and perceptions as well as homework and academic achievement.

ISBN: 9780542051067Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The relationship between student and parent perceptions of homework and academic achievement.
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500 $a Chair: Judith Kaufman.
502 $a Thesis (Psy.D.)--Fairleigh Dickinson University, 2005.
520 $a This study investigated the perceptions that students, parents, and teachers have about homework, and the association of homework with academic achievement. This investigation was undertaken to further understand the link between homework and perceptions as well as homework and academic achievement.
520 $a Students, parents, and teachers all completed forms of the Homework Process Inventory. Responses were compared to each other and to both standardized test scores and student reports card grades. Seventy-four parents responded and gave permission for their children to participate in the study, and 8 teachers completed surveys. The surveys included questions pertaining to the intrinsic benefits of homework such as does it help one learn or develop time management skills, as well as understand variables that may affect the completion of homework, such as distractions in the home and hour(s) of television watched. Responses from the students, parents, and teachers were compared for agreement between them, and to academic achievement scores. Particular questions that appeared to lend themselves to a further understanding of how students perceive homework were used to attempt to assess how these perceptions may impact on academic achievement, if at all. While the hypotheses were not supported, general trends, such as a positive perception of homework, were established as common beliefs held by parents, students, and teachers alike. Variables were explored that may impact academic achievement, and may be suggestive of valuable future research.
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