Mathematics Achievement: The Role of Homework and Self-Efficacy Beliefs

Anastasia Kitsantas · Jehanzeb Cheema · Herbert W. Ware

196 citations0/0 files storedJournal of Advanced Academics

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Education, Achievement, and Giftedness Mathematics Education and Pedagogy Parental Involvement in Education

Abstract

The present study used the U.S. portion of the Program for International Student Assessment (PISA) to examine how homework resources, mathematics self-efficacy, and time spent on homework impacted mathematics achievement across gender and ethnicity. The findings showed that achievement gaps diminished with the increase in availability of homework resources and the increase in mathematics self-efficacy. Increased proportions of homework time spent on mathematics homework were associated with a decrease in mathematics achievement. These findings suggest that educators should attempt to provide the resources for students to complete their homework and structure homework assignments accordingly. Interestingly, the findings also suggest that educators need to focus on enhancing self-efficacy with respect to mathematics for all students.

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References

1999Self-Efficacy: The Exercise of Control 1997Self-efficacy: the exercise of control 1990Motivational and self-regulated learning components of classroom academic performance.2017Research Synthesis and Meta-Analysis: A Step-by-Step Approach 2006Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003 1996Developing self-regulated learners: Beyond achievement to self-efficacy.1995Self-Efficacy Beliefs and General Mental Ability in Mathematical Problem-Solving 1998Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models.

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