UM
Homework and students’ achievement in math and science: A 30-year meta-analysis, 1986–2015
Fan H.; Xu J.; Cai Z.; He J.; Fan X.
2017
Source PublicationEducational Research Review
ISSN1747938X
Volume20Pages:35
AbstractIn the current investigation, research conducted since 1986 were synthesized to examine the homework – achievement relationship in math/science, and to examine a range of factors that could have moderated this relationship. Our investigation revealed that there was an overall small and positive relationship between homework and academic achievement in math/science. Our investigation further revealed that the homework – achievement relationship in math/science was stronger for elementary and high school students than for middle school students. In addition, the homework – achievement relationship in math/science was shown to be the strongest in the studies involving US students, whereas it was the weakest in the studies involving Asian students. We discussed possible explanations for these and other findings, and the implications for future research directions. © 2016 Elsevier Ltd
KeywordAchievement Homework Math Meta-analysis Science Synthesis
DOI10.1016/j.edurev.2016.11.003
URLView the original
Language英语
The Source to ArticleScopus
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Cited Times [WOS]:45   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionUniversity of Macau
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GB/T 7714
Fan H.,Xu J.,Cai Z.,et al. Homework and students’ achievement in math and science: A 30-year meta-analysis, 1986–2015[J]. Educational Research Review,2017,20:35.
APA Fan H.,Xu J.,Cai Z.,He J.,&Fan X..(2017).Homework and students’ achievement in math and science: A 30-year meta-analysis, 1986–2015.Educational Research Review,20,35.
MLA Fan H.,et al."Homework and students’ achievement in math and science: A 30-year meta-analysis, 1986–2015".Educational Research Review 20(2017):35.
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