Doing Homework

Abstract

A survey of homework experiences was administered to 1,527 elementary and junior high students in regular (n = 1,242), resource (n = 234), and self-contained special education (n = 51) classrooms. The results found significant main effects for Group, Grade, and Group by Grade interactions for items related to amount of, type of, and time spent doing homework; opportunity to do homework at school; parents' assistance; students' beliefs about homework assignments and grading; and students' feelings about homework and school. The higher incidence of negative feelings and opinions from students in resource room programs suggests that students' understanding of assignments, the nature of the assignments, and the feedback given to students are important issues requiring closer evaluation. The results also suggest that changes in homework assignments and grading may make the transition from elementary to junior high school particularly difficult for students with special needs.

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