The effects of teacher homework review on student academic performance in middle grades mathematics

The purpose of the study was to examine the effects of teacher homework review on academic performance of sixth, seventh and eighth grade students. The study took into account the socioeconomic status, ethnicity and gender among students. By using a questionnaire and researcher developed instrument, the methodology, pedagogy and mode of evaluation of homework were investigated. Student questionnaires revealed student attitudes toward mathematics class, mathematics and mathematics teacher. Teacher questionnaires revealed teacher attitudes toward standards-based instruction and equity issues.; Subjects in this study included students in grades sixth, seventh and eighth from Lewis Chapel Cultural Performing Arts Middle School in Cumberland County, North Carolina. Academic performance data consisted of End-of-Grade (EOG) scores, fourth nine weeks test averages and third nine weeks benchmark scores on 235 sixth graders, 193 seventh graders and 234 eighth graders. There were 658 student questionnaires and 8 teacher questionnaires returned.; The researcher selected four sixth grade, two seventh grade and two eighth grade mathematics teachers at the school. Teachers who spent ten minutes or less reviewing homework were classified as Homework 1 (HW1), while teachers who spent more than ten minutes reviewing homework were classified as Homework 2 (HW2).; The researcher found no significant difference between the achievement scores of students whose teachers were classified as HW1 and HW2. African-American students received higher EOG scores in math classes classified as HW1 where the teacher spent more time on instruction than homework. The data also inferred that students tend to perform better in math classes where the teacher employs various modes of evaluation. The researcher also found that students in math classes labeled HW1 had a more positive attitude toward their math teacher and their math class. Teachers labeled HW1 tend to exhibit progressive attitudes towards standards-based and equity issues.