This document summarizes a study that examined the effects of adapting homework instructions to match the characteristics of Dutch HAVO 4 students. The study found:
1) Adapting homework instructions to fit students' characteristics significantly increased students' homework motivation, primarily by increasing their expectancy of success.
2) Effects varied by subject, with mathematics and economics students reporting significantly higher motivation, while history and chemistry students showed no significant changes.
3) Pre-existing differences in students' planning skills and relationships with teachers significantly impacted their homework expectancy levels. Students with below-average scores on these characteristics had lower expectancy.
The results suggest adapting homework instructions based on student characteristics can increase motivation and that teachers should differentiate instructions
Ijaems apr-2016-25 BS Mathematics Student’s Personal Beliefs in Engaging in a...INFOGAIN PUBLICATION
This document summarizes a study that explored the changing beliefs of students in the BS Mathematics program at De La Salle Lipa in the Philippines. The study found that most students did not initially choose the BS Mathematics program and had negative beliefs about mathematics due to difficulty and lack of awareness of the program. Through qualitative interviews, students reported that their views changed over time due to the supportive learning environment and experiences provided by the school and teachers. They gained more interest in mathematics and adapted to the program. The findings suggest that providing an encouraging learning environment can help promote positive achievement and reception of mathematics among students.
EVOKING MOTIVATION FOR ACHIEVEMENT IN Ó’ LEVEL MATHEMATICS IN ZIMBABWEijejournal
With reference to continuous poor quality performance in mathematics in Zimbabwe, this study attempts to answer recurring questions about how to get more students interested and involved in mathematics at ‘O’ level in Zimbabwe. The motivational factors previously discussed are often perceived as invariable. These factors may diminish, intensify or new ones may develop, especially with the advent of modern technology
for teaching. A qualitative design was used to collect and analyse data from the students and teachers through focus group interviews and observation respectively. The study found that external forces can influence students’ motivation to learn mathematics but ultimately, it is the internal forces that sustain the motivation. Course structures, teaching methods and teacher attitude were found to be contributory factors
to students’ motivation in mathematics. The study recommends that mathematics teachers apply more personalised and process-oriented approaches to teaching, to empower learners. The study also recommends institutional changes that encourage pedagogical modifications to stimulate student interest and learning outcomes in mathematics.
ESERA Paper Exploring teacher's belief Sally HowardSally Howard
This document discusses a study exploring how teachers' beliefs about learning and pedagogy change when introducing inquiry-based science education. It describes a teacher education program where teachers participated in sessions to engage with inquiry practices and assessment strategies, then trialled inquiry activities in their classrooms. The paper examines how three English teachers adapted their practices when introduced to new ideas through the program. It explores how the teachers dealt with pedagogical transformations and developed personal solutions supported by professional learning opportunities in the project.
First presentation in the series "Professionalising teachers and raising the quality of care" (PAMAOK003); MA in Education Studies , Groningen University (RUG), 10 November 2010.
Enhancing students’ mathematical representation and selfefficacy through situ...Sowanto Sanusi
This document discusses a study that used situation-based learning assisted by Geometer's Sketchpad program to enhance students' mathematical representation abilities and self-efficacy. The study found that students who learned through this method showed greater improvement in mathematical representation abilities compared to the regular teaching method. Additionally, there was no significant difference in self-efficacy between the two groups. The study implemented situation-based learning in 4 stages: 1) creating mathematical situations, 2) posing mathematical problems, 3) solving problems, and 4) applying mathematics. Students directly interacted with geometric objects using the program to help pose and solve problems.
mathematics efficacy, anxiety and students performance in introductory techno...mustapha adeniyi
This document discusses factors affecting student performance in introductory technology courses. It introduces the concepts of mathematics anxiety and self-efficacy, and how they relate to student performance. The document also presents the problem statement, research questions, significance, scope and definitions for key terms for a study on the effects of mathematics efficacy, anxiety on student performance in introductory technology in secondary schools in Lagos State.
The document discusses several perspectives on effective teaching and learning strategies:
- Humor can promote positive student-teacher relationships (Gorhan and Christophel)
- Teachers must understand students and equip themselves with effective skills and materials to motivate students and ensure academic success (Almario)
- Teaching is a responsibility that requires teachers to reflect on improving education quality (Gonzales)
- Effective teaching depends on a teacher's understanding of students and the learning process (Bustos and Espiritu)
- Identifying student weaknesses and achievement levels is key to teaching study skills effectively (Aquino)
- Providing adequate instructional resources and training teachers on their use is important for math teaching (A
The document discusses several studies on factors that influence student achievement and performance in mathematics. It describes research finding that teacher classroom management skills, teaching strategies, use of instructional materials, and student motivation and interest are important factors. Additionally, it discusses how teacher experience and competencies, as well as environmental school factors can impact student learning outcomes.
Ijaems apr-2016-25 BS Mathematics Student’s Personal Beliefs in Engaging in a...INFOGAIN PUBLICATION
This document summarizes a study that explored the changing beliefs of students in the BS Mathematics program at De La Salle Lipa in the Philippines. The study found that most students did not initially choose the BS Mathematics program and had negative beliefs about mathematics due to difficulty and lack of awareness of the program. Through qualitative interviews, students reported that their views changed over time due to the supportive learning environment and experiences provided by the school and teachers. They gained more interest in mathematics and adapted to the program. The findings suggest that providing an encouraging learning environment can help promote positive achievement and reception of mathematics among students.
EVOKING MOTIVATION FOR ACHIEVEMENT IN Ó’ LEVEL MATHEMATICS IN ZIMBABWEijejournal
With reference to continuous poor quality performance in mathematics in Zimbabwe, this study attempts to answer recurring questions about how to get more students interested and involved in mathematics at ‘O’ level in Zimbabwe. The motivational factors previously discussed are often perceived as invariable. These factors may diminish, intensify or new ones may develop, especially with the advent of modern technology
for teaching. A qualitative design was used to collect and analyse data from the students and teachers through focus group interviews and observation respectively. The study found that external forces can influence students’ motivation to learn mathematics but ultimately, it is the internal forces that sustain the motivation. Course structures, teaching methods and teacher attitude were found to be contributory factors
to students’ motivation in mathematics. The study recommends that mathematics teachers apply more personalised and process-oriented approaches to teaching, to empower learners. The study also recommends institutional changes that encourage pedagogical modifications to stimulate student interest and learning outcomes in mathematics.
ESERA Paper Exploring teacher's belief Sally HowardSally Howard
This document discusses a study exploring how teachers' beliefs about learning and pedagogy change when introducing inquiry-based science education. It describes a teacher education program where teachers participated in sessions to engage with inquiry practices and assessment strategies, then trialled inquiry activities in their classrooms. The paper examines how three English teachers adapted their practices when introduced to new ideas through the program. It explores how the teachers dealt with pedagogical transformations and developed personal solutions supported by professional learning opportunities in the project.
First presentation in the series "Professionalising teachers and raising the quality of care" (PAMAOK003); MA in Education Studies , Groningen University (RUG), 10 November 2010.
Enhancing students’ mathematical representation and selfefficacy through situ...Sowanto Sanusi
This document discusses a study that used situation-based learning assisted by Geometer's Sketchpad program to enhance students' mathematical representation abilities and self-efficacy. The study found that students who learned through this method showed greater improvement in mathematical representation abilities compared to the regular teaching method. Additionally, there was no significant difference in self-efficacy between the two groups. The study implemented situation-based learning in 4 stages: 1) creating mathematical situations, 2) posing mathematical problems, 3) solving problems, and 4) applying mathematics. Students directly interacted with geometric objects using the program to help pose and solve problems.
mathematics efficacy, anxiety and students performance in introductory techno...mustapha adeniyi
This document discusses factors affecting student performance in introductory technology courses. It introduces the concepts of mathematics anxiety and self-efficacy, and how they relate to student performance. The document also presents the problem statement, research questions, significance, scope and definitions for key terms for a study on the effects of mathematics efficacy, anxiety on student performance in introductory technology in secondary schools in Lagos State.
The document discusses several perspectives on effective teaching and learning strategies:
- Humor can promote positive student-teacher relationships (Gorhan and Christophel)
- Teachers must understand students and equip themselves with effective skills and materials to motivate students and ensure academic success (Almario)
- Teaching is a responsibility that requires teachers to reflect on improving education quality (Gonzales)
- Effective teaching depends on a teacher's understanding of students and the learning process (Bustos and Espiritu)
- Identifying student weaknesses and achievement levels is key to teaching study skills effectively (Aquino)
- Providing adequate instructional resources and training teachers on their use is important for math teaching (A
The document discusses several studies on factors that influence student achievement and performance in mathematics. It describes research finding that teacher classroom management skills, teaching strategies, use of instructional materials, and student motivation and interest are important factors. Additionally, it discusses how teacher experience and competencies, as well as environmental school factors can impact student learning outcomes.
Beyond Show And Tell to Problem Solving: Exploring the Discrepancies between ...Prince Armah, PhD
Mathematics teachers are confronted with a multitude of instructional impediments as a result of the current reform-oriented vision for teaching mathematics. One of such vision for mathematics instruction is the adoption of a problem solving teaching approach. But, any shift in pedagogy towards such teaching reform requireschanges not only in the
‘
institutionalised curriculum
’
but most importantly deeper changes in teachers' beliefssystem (Ernest, 1989b; Bishop, 1996). Many studies (e.g Halversceid & Rolka, 2006) have called for theattention to teachers beliefs as the focus of research and for understanding and improving teaching practices.Particularly, studies on the relationship between belief and practice have shown that teachers' beliefs play asignificant role in shaping their instructional practices.However, studies that examine the discrepancies between teacher beliefs and practices specific to problemsolving in mathematics remain sparse (Anderson, White & Sullivan, 2005). This paper seeks to discuss therelationship between beliefs and practices specific to mathematics teachers. It presents a critical literatureappraisal that elucidates the potential disparities between teachers' problem solving beliefs and their teaching practices (Ernest, 2004; Raymond, 1997; Anderson, White & Sullivan, 2005) as well as how the social context of teaching mediates these theoretical constructs. The paper argues for espoused and enacted beliefs as impacting on teachers' practices. These beliefs are underpinned by the teacher's epistemology and ethical perspectives. These, in turn, influence teachers' conceptions of knowledge and the nature of mathematics as well as their views about mathematics pedagogy. Most importantly, the paper acknowledges the teacher's thought process and the constraints and opportunities of the classroom or school settings as the germane factors that influence the apparent in congruence between teachers' problem solving beliefs and practices.
This document summarizes a study that investigated the relationships between mathematics attitude, academic motivation, intelligence quotient, and mathematics achievement. The study involved 1670 high school students in Iran. It found that mathematics attitude, academic motivation, and intelligence quotient were all positively correlated with mathematics achievement. A multiple regression analysis determined that mathematics attitude and intelligence quotient significantly predicted mathematics achievement, but academic motivation was not a significant predictor when the other variables were accounted for. The study also found that while there were no significant gender differences in the other variables, males scored higher than females in mathematics achievement.
This document summarizes research on the use of co-teaching models during student teaching placements. It finds that co-teaching can effectively prepare teacher candidates while positively impacting student achievement. Data shows students in co-taught classrooms performed better on standardized tests than those in non co-taught settings. Surveys found teacher candidates and clinical teachers viewed co-teaching favorably and believed it improved differentiation, classroom management and candidate confidence. The research aims to further explore the experiences of candidates in different co-teaching scenarios and compatibility across subject areas.
Creating and Maintaining Student EngagementStacyKirsch
This document discusses strategies for creating and maintaining student engagement. It notes that student engagement is correlated with academic achievement. The teacher's role is to plan engaging lessons that consider students' interests and make the content relevant. Suggested strategies include incorporating student interests, hands-on activities, technology, movement, games, and exit tickets to check understanding. Student engagement can be demonstrated in various ways depending on the classroom. The purpose is to share research-based, effective engagement strategies.
This document provides a summary of the key factors affecting mathematics performance identified in the related literature. It discusses several factors including student interest, study habits, teacher personality traits, teaching skills, and instructional materials. Effective study habits require practice and perfect practice. Instructional materials and teaching strategies are important determinants of math teaching methods. Students' beliefs about their ability and whether it can be improved also impact performance. A teacher's competence relies on possessing key personality traits and using varied teaching approaches helps student engagement. The literature shows relationships between these factors and mathematics achievement.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
The document summarizes a study that investigated the impacts of preschool teachers' mathematics anxiety and beliefs on children's mathematics achievement. The study found that:
1) Teachers' mathematics anxiety did not lead to a significant difference in children's mathematics achievement scores on number, operation, and geometric shapes tasks.
2) Teachers' beliefs about mathematics education did make a significant difference, with children whose teachers had more positive beliefs scoring higher on mathematics achievement tests.
3) The results suggest that while teachers' anxiety may not impact young children's learning due to the nature of early mathematics, teachers' positive beliefs about early mathematics education can positively influence children's achievement.
This study examined 12 classroom assessments across 3 social studies classes taught by one teacher to understand student perceptions, motivation, effort, goals, and achievement. The assessments varied and included tests, performances, individual and group work, and teacher-written and student-written rubrics. Surveys after each assessment measured student perceptions of the task, their self-efficacy, effort invested, goal orientations, and strategy use. Achievement levels also varied across assessments. The study aimed to describe these variables and how they differed for each assessment and between class levels and assessment types.
Teachers analyzed plants and animals in pond mud and water samples from a pond to understand how the ecosystem was affected by humans. Students collected water samples from the pond during a problem-based learning summer camp led by elementary teachers. The document discusses the basics of problem-based learning, including that it involves students solving open-ended, real-world problems over time like scientists. Research shows problem-based learning improves student achievement, performance, motivation, and self-regulated learning compared to traditional instruction.
INTERPRETING PHYSICS TEACHERS’ FEEDBACK COMMENTS ON STUDENTS’ SOLUTIOijejournal
This paper investigates teachers’ intentions, when providing their feedback comments to hypothetical
students’ written solutions to linear motion tasks. To obtain an in-depth understanding of the teachers’
thinking when responding to student written solutions, a qualitative case study approach was employed
using two different data sources: a Problem Centred Questionnaire (PCQ) and a Problem Centred
Interview (PCI). Data processing was conducted in two main phases: Initial and Comparative. In both
phases we explored patterns about teachers’ foci across student strategies and motion tasks. A main finding
of this research is to categorising teachers’ interpretations and feedback on student solutions, based on the
extent of teachers’ attentions to Student Thinking and Disciplinary Thinking. This analysis approach
refines the previously held view that a high level of teacher content knowledge, and a concurrent focus to
both ‘student thinking’ and ‘disciplinary thinking’ are required to provide meaningful feedback on student
solutions. The findings indicated that their level of teachers’ propositional
1. Assessment for learning is different from assessment of learning in that it is used to help students learn better rather than evaluate learning. It helps students and teachers see learning goals, a student's progress, and next steps.
2. Research shows that assessment for learning is one of the most powerful ways to improve learning, especially for students who find learning challenging. It helps students learn better now and achieve more throughout their education.
3. Classroom assessment techniques developed by teachers help make the learning process more methodical and systematic by providing feedback to improve teaching methods.
Student engagement as a dynamic and multidimensional conceptAleksandra Lazareva
This master's thesis examines student engagement as a multidimensional and dynamic concept. The study investigated how classroom context factors like task characteristics, teacher interactions, and peer interactions impacted primary school students' engagement. Data was collected through video observations, student diaries, and work from an English language classroom where iPads were introduced. Results showed that iPads increased engagement by making tasks more fun. Student engagement varied based on how much autonomy tasks provided and their personal meaningfulness. Different types of teacher interactions, like instructions or behavior regulation, also influenced engagement levels. Students mainly regulated each other through turn-taking and equipment coordination. The study contributes to understanding engagement sources but was limited by a small data set and time period.
The document discusses several studies and perspectives on effective teaching strategies and factors that influence student achievement and performance. Specifically, it discusses:
1) The importance of providing adequate instructional resources and materials to support effective mathematics teaching.
2) The need for teachers to practice effective study skills and receive training on using instructional materials.
3) Factors found to influence student performance including gender, interest in mathematics, teaching competencies, strategies, library setting, and classroom setting.
4) The role of teachers in classroom management, facilitating learning, and evaluating students, and ensuring a conducive learning environment.
An Analysis of the Relationship between in-service Teachers’ Efficacy Levels,...inventionjournals
This study aims to investigate the relationship between the attitudes of Physics, Chemistry and Biology teachers towards the constructivist approach to teaching and towards their profession, and their efficacy levels. 1958 high school teachers within the Ministry of National Education from several cities in Turkey participated in the study. Data were gathered through Ohio Teacher Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001; Baloglu&Karadag, 2008), Constructivist Approach Attitude Scale (Balim, Kesercioglu, Inel&Evrekli, 2002) and Attitudes Towards Teaching Profession Scale (Cetin, 2006) in order to find out whether there was a statistically significant relationship between teachers’ attitudes and their efficacy levels. Results showed that there existed a positive statistically significant correlation between the attitudes and the efficacy levels. Namely, as the participants’ efficacy levels increased, their attitudes towards teaching profession and towards the constructivist approach to teaching increased, as well.
Enhancing students’ mathematical creative problem solvingAlexander Decker
This document discusses a study that examined the effect of situation-based learning (SBL) on students' mathematical creative problem solving (CPS) ability. The study used an experiment group that received SBL instruction and a control group that received conventional instruction. Results showed that the experiment group had greater gains in mathematical CPS ability compared to the control group. Specifically, the experiment group improved their average score from 16.32 to 32.91, while the control group improved from 16.21 to 24.66. Additionally, the strongest aspect of mathematical CPS ability developed was fact finding, while the weakest was acceptance finding. Therefore, the study concluded that SBL is more effective than conventional learning at enhancing students' mathematical
This document provides background information on factors affecting mathematics performance of high school students. It discusses several key factors from previous studies, including student interest, study habits, teacher personality traits and teaching skills, and instructional materials. The conceptual framework outlines how these input factors may influence student mathematics performance outcomes. The study aims to determine the extent to which student-related factors and teacher-related factors impact mathematics performance of high school students at a particular university.
instructional matertials authored by Mr. Ranie M. EsponillaRanie Esponilla
1. In the past, education focused only on rote memorization of facts, but modern teaching views each child as unique and helps them grow according to their abilities.
2. The passage discusses how increases in population and knowledge have impacted education and how instructional materials can help learning if used effectively. It aims to study how materials affect student performance in private schools.
3. The background provides context on the study, which examined how modern instructional materials correlate with academic performance in biology classes and how teacher knowledge impacts material effectiveness.
The convergence of mayer’s model and constructivist model towards problem sol...Alexander Decker
This study investigated the effects of combining Mayer's model of problem solving with a four-stage constructivist model. 26 physics students were divided into an experimental group that received instruction using both models along with active learning techniques, and a control group that only received instruction based on Mayer's model. Students' attitudes towards problem solving and academic performance in physics were assessed before and after with surveys and tests. The results showed that students in the experimental group developed better attitudes and problem-solving skills compared to the control group. The combined approach of Mayer's model and constructivism had a significant positive impact on students' learning.
This document outlines an action research proposal that aims to study how to increase parent involvement in their children's education through a mobile school application. It identifies parent involvement as important for student success and proposes creating surveys to understand what parents, students, and teachers want in a mobile app to facilitate communication and involvement. The proposal includes research questions, timelines, resources needed and plans for data collection to guide the study. The goal is to design an effective app that improves parent-school relationships and engagement.
The Use of Open Educational Resources by Adult Learning Professionals - A Sys...DenisaCentea
The document summarizes the results of a systematic literature review on the use of open educational resources (OER) by adult education professionals. The review found that adult learning has the lowest level of OER development compared to other sectors. Barriers to OER use in adult education identified in the literature include a lack of understanding about technology among teachers, a lack of institutional support, and issues with OER quality and skills/time of practitioners. Experimental practice by educators and changes in beliefs, knowledge, and institutional culture were found to support greater adoption of open education practices.
International Journal of Choice Theory and Reality Therapy • F.docxnormanibarber20063
International Journal of Choice Theory and Reality Therapy • Fall 2011 • Vol. XXXI, number 1 • 109
ACHIEVEMENT AMONG SECOND GRADE STUDENTS WHO RECEIVED INSTRUCTION
FROM EITHER TEACHERS TRAINED IN CHOICE THEORY/REALITY THERAPY OR
TEACHERS WHO WERE NOT SO TRAINED
Jane V. Hale, Ph.D, Assistant Professor of Counselor Education, Department of Counseling
and Development, Slippery Rock University
Joseph Maola, Ph.D, Professor (retired) of Counselor Education, Department of Counseling,
Psychology, and Special Education, Duquesne University
Abstract
The purpose of this study was to determine if second grade students who were taught by
teachers trained in choice theory/reality therapy (CT/RT) methods had higher achievement
scores in mathematics and reading compared to students who were taught by teachers who
were not trained in CT/RT methods. This study was descriptive in nature and used
retrospective data. The participants (N=83) consisted of second grade students who took
the TerraNova, Multiple Assessments test in April 2008. An analysis of variance (ANOVA)
was conducted to measure the main effect of achievement in mathematics/reading and
CT/RT training status of teachers. A separate ANOVA was utilized to measure the
interaction effect of gender on mathematics/reading achievement and training status of
teachers. No significance was found in both analyses. Based on existing research, there is
substantial support for using CT/RT methods in education to improve the social climate
(Glasser, 2010), which ultimately has a positive effect on achievement (Brookover, Beady,
Flood, Schweitzer, & Wisenbaker, 1977; Haynes, Emmons, & Ben-Avie, 1997; Hoy &
Hannum, 1997; Niehbur & Niehbur, 1999; Rutter & Maughan, 2002). The American School
Counseling Association (ASCA) National Model suggests that school counselors need to be
active in the systemic processes of the school to provide comprehensive services to a large
number of students (ASCA, 2005). Training teachers in CT/RT is an example of an activity
that is consistent with ASCA‘s proposition. Concurrent with other research studies on
teacher trainings, lack of intensity (Jacob & Lefgran, 2004) emerged as an issue. The
teacher training program in this study was only six hours in duration and did not offer
follow-up trainings, or a collective plan to put new knowledge into practice. The findings are
discussed related to current research, limitations, and recommendations for future studies.
_______________________
It is difficult to dispute the fact that measures of achievement are an integral component of
the educational system. Measurement of learning helps students, parents, and teachers to
identify if a student is progressing and gaining knowledge. There are many ways student
learning is measured such as school grades, content of projects, conduct reports, portfolios,
curriculum-relevant tests, and standardized achiev.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
Beyond Show And Tell to Problem Solving: Exploring the Discrepancies between ...Prince Armah, PhD
Mathematics teachers are confronted with a multitude of instructional impediments as a result of the current reform-oriented vision for teaching mathematics. One of such vision for mathematics instruction is the adoption of a problem solving teaching approach. But, any shift in pedagogy towards such teaching reform requireschanges not only in the
‘
institutionalised curriculum
’
but most importantly deeper changes in teachers' beliefssystem (Ernest, 1989b; Bishop, 1996). Many studies (e.g Halversceid & Rolka, 2006) have called for theattention to teachers beliefs as the focus of research and for understanding and improving teaching practices.Particularly, studies on the relationship between belief and practice have shown that teachers' beliefs play asignificant role in shaping their instructional practices.However, studies that examine the discrepancies between teacher beliefs and practices specific to problemsolving in mathematics remain sparse (Anderson, White & Sullivan, 2005). This paper seeks to discuss therelationship between beliefs and practices specific to mathematics teachers. It presents a critical literatureappraisal that elucidates the potential disparities between teachers' problem solving beliefs and their teaching practices (Ernest, 2004; Raymond, 1997; Anderson, White & Sullivan, 2005) as well as how the social context of teaching mediates these theoretical constructs. The paper argues for espoused and enacted beliefs as impacting on teachers' practices. These beliefs are underpinned by the teacher's epistemology and ethical perspectives. These, in turn, influence teachers' conceptions of knowledge and the nature of mathematics as well as their views about mathematics pedagogy. Most importantly, the paper acknowledges the teacher's thought process and the constraints and opportunities of the classroom or school settings as the germane factors that influence the apparent in congruence between teachers' problem solving beliefs and practices.
This document summarizes a study that investigated the relationships between mathematics attitude, academic motivation, intelligence quotient, and mathematics achievement. The study involved 1670 high school students in Iran. It found that mathematics attitude, academic motivation, and intelligence quotient were all positively correlated with mathematics achievement. A multiple regression analysis determined that mathematics attitude and intelligence quotient significantly predicted mathematics achievement, but academic motivation was not a significant predictor when the other variables were accounted for. The study also found that while there were no significant gender differences in the other variables, males scored higher than females in mathematics achievement.
This document summarizes research on the use of co-teaching models during student teaching placements. It finds that co-teaching can effectively prepare teacher candidates while positively impacting student achievement. Data shows students in co-taught classrooms performed better on standardized tests than those in non co-taught settings. Surveys found teacher candidates and clinical teachers viewed co-teaching favorably and believed it improved differentiation, classroom management and candidate confidence. The research aims to further explore the experiences of candidates in different co-teaching scenarios and compatibility across subject areas.
Creating and Maintaining Student EngagementStacyKirsch
This document discusses strategies for creating and maintaining student engagement. It notes that student engagement is correlated with academic achievement. The teacher's role is to plan engaging lessons that consider students' interests and make the content relevant. Suggested strategies include incorporating student interests, hands-on activities, technology, movement, games, and exit tickets to check understanding. Student engagement can be demonstrated in various ways depending on the classroom. The purpose is to share research-based, effective engagement strategies.
This document provides a summary of the key factors affecting mathematics performance identified in the related literature. It discusses several factors including student interest, study habits, teacher personality traits, teaching skills, and instructional materials. Effective study habits require practice and perfect practice. Instructional materials and teaching strategies are important determinants of math teaching methods. Students' beliefs about their ability and whether it can be improved also impact performance. A teacher's competence relies on possessing key personality traits and using varied teaching approaches helps student engagement. The literature shows relationships between these factors and mathematics achievement.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
The document summarizes a study that investigated the impacts of preschool teachers' mathematics anxiety and beliefs on children's mathematics achievement. The study found that:
1) Teachers' mathematics anxiety did not lead to a significant difference in children's mathematics achievement scores on number, operation, and geometric shapes tasks.
2) Teachers' beliefs about mathematics education did make a significant difference, with children whose teachers had more positive beliefs scoring higher on mathematics achievement tests.
3) The results suggest that while teachers' anxiety may not impact young children's learning due to the nature of early mathematics, teachers' positive beliefs about early mathematics education can positively influence children's achievement.
This study examined 12 classroom assessments across 3 social studies classes taught by one teacher to understand student perceptions, motivation, effort, goals, and achievement. The assessments varied and included tests, performances, individual and group work, and teacher-written and student-written rubrics. Surveys after each assessment measured student perceptions of the task, their self-efficacy, effort invested, goal orientations, and strategy use. Achievement levels also varied across assessments. The study aimed to describe these variables and how they differed for each assessment and between class levels and assessment types.
Teachers analyzed plants and animals in pond mud and water samples from a pond to understand how the ecosystem was affected by humans. Students collected water samples from the pond during a problem-based learning summer camp led by elementary teachers. The document discusses the basics of problem-based learning, including that it involves students solving open-ended, real-world problems over time like scientists. Research shows problem-based learning improves student achievement, performance, motivation, and self-regulated learning compared to traditional instruction.
INTERPRETING PHYSICS TEACHERS’ FEEDBACK COMMENTS ON STUDENTS’ SOLUTIOijejournal
This paper investigates teachers’ intentions, when providing their feedback comments to hypothetical
students’ written solutions to linear motion tasks. To obtain an in-depth understanding of the teachers’
thinking when responding to student written solutions, a qualitative case study approach was employed
using two different data sources: a Problem Centred Questionnaire (PCQ) and a Problem Centred
Interview (PCI). Data processing was conducted in two main phases: Initial and Comparative. In both
phases we explored patterns about teachers’ foci across student strategies and motion tasks. A main finding
of this research is to categorising teachers’ interpretations and feedback on student solutions, based on the
extent of teachers’ attentions to Student Thinking and Disciplinary Thinking. This analysis approach
refines the previously held view that a high level of teacher content knowledge, and a concurrent focus to
both ‘student thinking’ and ‘disciplinary thinking’ are required to provide meaningful feedback on student
solutions. The findings indicated that their level of teachers’ propositional
1. Assessment for learning is different from assessment of learning in that it is used to help students learn better rather than evaluate learning. It helps students and teachers see learning goals, a student's progress, and next steps.
2. Research shows that assessment for learning is one of the most powerful ways to improve learning, especially for students who find learning challenging. It helps students learn better now and achieve more throughout their education.
3. Classroom assessment techniques developed by teachers help make the learning process more methodical and systematic by providing feedback to improve teaching methods.
Student engagement as a dynamic and multidimensional conceptAleksandra Lazareva
This master's thesis examines student engagement as a multidimensional and dynamic concept. The study investigated how classroom context factors like task characteristics, teacher interactions, and peer interactions impacted primary school students' engagement. Data was collected through video observations, student diaries, and work from an English language classroom where iPads were introduced. Results showed that iPads increased engagement by making tasks more fun. Student engagement varied based on how much autonomy tasks provided and their personal meaningfulness. Different types of teacher interactions, like instructions or behavior regulation, also influenced engagement levels. Students mainly regulated each other through turn-taking and equipment coordination. The study contributes to understanding engagement sources but was limited by a small data set and time period.
The document discusses several studies and perspectives on effective teaching strategies and factors that influence student achievement and performance. Specifically, it discusses:
1) The importance of providing adequate instructional resources and materials to support effective mathematics teaching.
2) The need for teachers to practice effective study skills and receive training on using instructional materials.
3) Factors found to influence student performance including gender, interest in mathematics, teaching competencies, strategies, library setting, and classroom setting.
4) The role of teachers in classroom management, facilitating learning, and evaluating students, and ensuring a conducive learning environment.
An Analysis of the Relationship between in-service Teachers’ Efficacy Levels,...inventionjournals
This study aims to investigate the relationship between the attitudes of Physics, Chemistry and Biology teachers towards the constructivist approach to teaching and towards their profession, and their efficacy levels. 1958 high school teachers within the Ministry of National Education from several cities in Turkey participated in the study. Data were gathered through Ohio Teacher Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001; Baloglu&Karadag, 2008), Constructivist Approach Attitude Scale (Balim, Kesercioglu, Inel&Evrekli, 2002) and Attitudes Towards Teaching Profession Scale (Cetin, 2006) in order to find out whether there was a statistically significant relationship between teachers’ attitudes and their efficacy levels. Results showed that there existed a positive statistically significant correlation between the attitudes and the efficacy levels. Namely, as the participants’ efficacy levels increased, their attitudes towards teaching profession and towards the constructivist approach to teaching increased, as well.
Enhancing students’ mathematical creative problem solvingAlexander Decker
This document discusses a study that examined the effect of situation-based learning (SBL) on students' mathematical creative problem solving (CPS) ability. The study used an experiment group that received SBL instruction and a control group that received conventional instruction. Results showed that the experiment group had greater gains in mathematical CPS ability compared to the control group. Specifically, the experiment group improved their average score from 16.32 to 32.91, while the control group improved from 16.21 to 24.66. Additionally, the strongest aspect of mathematical CPS ability developed was fact finding, while the weakest was acceptance finding. Therefore, the study concluded that SBL is more effective than conventional learning at enhancing students' mathematical
This document provides background information on factors affecting mathematics performance of high school students. It discusses several key factors from previous studies, including student interest, study habits, teacher personality traits and teaching skills, and instructional materials. The conceptual framework outlines how these input factors may influence student mathematics performance outcomes. The study aims to determine the extent to which student-related factors and teacher-related factors impact mathematics performance of high school students at a particular university.
instructional matertials authored by Mr. Ranie M. EsponillaRanie Esponilla
1. In the past, education focused only on rote memorization of facts, but modern teaching views each child as unique and helps them grow according to their abilities.
2. The passage discusses how increases in population and knowledge have impacted education and how instructional materials can help learning if used effectively. It aims to study how materials affect student performance in private schools.
3. The background provides context on the study, which examined how modern instructional materials correlate with academic performance in biology classes and how teacher knowledge impacts material effectiveness.
The convergence of mayer’s model and constructivist model towards problem sol...Alexander Decker
This study investigated the effects of combining Mayer's model of problem solving with a four-stage constructivist model. 26 physics students were divided into an experimental group that received instruction using both models along with active learning techniques, and a control group that only received instruction based on Mayer's model. Students' attitudes towards problem solving and academic performance in physics were assessed before and after with surveys and tests. The results showed that students in the experimental group developed better attitudes and problem-solving skills compared to the control group. The combined approach of Mayer's model and constructivism had a significant positive impact on students' learning.
This document outlines an action research proposal that aims to study how to increase parent involvement in their children's education through a mobile school application. It identifies parent involvement as important for student success and proposes creating surveys to understand what parents, students, and teachers want in a mobile app to facilitate communication and involvement. The proposal includes research questions, timelines, resources needed and plans for data collection to guide the study. The goal is to design an effective app that improves parent-school relationships and engagement.
The Use of Open Educational Resources by Adult Learning Professionals - A Sys...DenisaCentea
The document summarizes the results of a systematic literature review on the use of open educational resources (OER) by adult education professionals. The review found that adult learning has the lowest level of OER development compared to other sectors. Barriers to OER use in adult education identified in the literature include a lack of understanding about technology among teachers, a lack of institutional support, and issues with OER quality and skills/time of practitioners. Experimental practice by educators and changes in beliefs, knowledge, and institutional culture were found to support greater adoption of open education practices.
International Journal of Choice Theory and Reality Therapy • F.docxnormanibarber20063
International Journal of Choice Theory and Reality Therapy • Fall 2011 • Vol. XXXI, number 1 • 109
ACHIEVEMENT AMONG SECOND GRADE STUDENTS WHO RECEIVED INSTRUCTION
FROM EITHER TEACHERS TRAINED IN CHOICE THEORY/REALITY THERAPY OR
TEACHERS WHO WERE NOT SO TRAINED
Jane V. Hale, Ph.D, Assistant Professor of Counselor Education, Department of Counseling
and Development, Slippery Rock University
Joseph Maola, Ph.D, Professor (retired) of Counselor Education, Department of Counseling,
Psychology, and Special Education, Duquesne University
Abstract
The purpose of this study was to determine if second grade students who were taught by
teachers trained in choice theory/reality therapy (CT/RT) methods had higher achievement
scores in mathematics and reading compared to students who were taught by teachers who
were not trained in CT/RT methods. This study was descriptive in nature and used
retrospective data. The participants (N=83) consisted of second grade students who took
the TerraNova, Multiple Assessments test in April 2008. An analysis of variance (ANOVA)
was conducted to measure the main effect of achievement in mathematics/reading and
CT/RT training status of teachers. A separate ANOVA was utilized to measure the
interaction effect of gender on mathematics/reading achievement and training status of
teachers. No significance was found in both analyses. Based on existing research, there is
substantial support for using CT/RT methods in education to improve the social climate
(Glasser, 2010), which ultimately has a positive effect on achievement (Brookover, Beady,
Flood, Schweitzer, & Wisenbaker, 1977; Haynes, Emmons, & Ben-Avie, 1997; Hoy &
Hannum, 1997; Niehbur & Niehbur, 1999; Rutter & Maughan, 2002). The American School
Counseling Association (ASCA) National Model suggests that school counselors need to be
active in the systemic processes of the school to provide comprehensive services to a large
number of students (ASCA, 2005). Training teachers in CT/RT is an example of an activity
that is consistent with ASCA‘s proposition. Concurrent with other research studies on
teacher trainings, lack of intensity (Jacob & Lefgran, 2004) emerged as an issue. The
teacher training program in this study was only six hours in duration and did not offer
follow-up trainings, or a collective plan to put new knowledge into practice. The findings are
discussed related to current research, limitations, and recommendations for future studies.
_______________________
It is difficult to dispute the fact that measures of achievement are an integral component of
the educational system. Measurement of learning helps students, parents, and teachers to
identify if a student is progressing and gaining knowledge. There are many ways student
learning is measured such as school grades, content of projects, conduct reports, portfolios,
curriculum-relevant tests, and standardized achiev.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
An Intervention To Improve Motivation For HomeworkTye Rausch
An intervention study examined whether changing a school's homework program to better meet students' psychological needs would improve student motivation for homework. The study involved 104 male students aged 10-12 who were randomly assigned to intervention and control groups. While there was no overall effect on motivation, the intervention appeared to have a protective effect on motivation quality. The intervention was designed based on self-determination theory to support the needs for autonomy, competence, and relatedness in homework by providing choice, feedback, and opportunities for peer and student-teacher interaction.
Assessing Contributions To Group AssignmentsCassie Romero
1) The document describes a study that used self- and peer-assessment to evaluate student contributions to group assignments in an undergraduate social psychology course.
2) Students worked in small groups on an empirical project and each wrote up an individual report, which was graded. Peer-assessments of each student's contribution were then used to potentially adjust individual grades.
3) The study analyzed whether students took peer-assessments seriously, whether self-ratings differed from peer-ratings, and the impact of including or excluding self-assessments from the evaluation. The results provide insights into effectively assessing contributions to group work.
The impact of homework on self-directivity and self-efficacy among adult lear...Gabriela Zazpe Fernández
The document analyzes the impact of homework on self-directivity and self-efficacy among adult learners in Uruguay. It surveys students, teachers, school principals, mentor teachers, and supervisors. Most students do homework regularly and believe it helps them learn independently and improve results. However, some feel they lack time or see no connection to class lessons. Teachers were split on whether homework assignments align with their teaching. Overall, the study examines how homework may influence self-directed learning and self-efficacy among adult students.
Ie usahk qualitative journal of education second revisionsteyngm1
This document summarizes a study that explored the lived experiences of staff in implementing Invitational Education (IE) in schools in the United States and Hong Kong. The study collected data through an open-ended electronic survey of 18 participants who had experience implementing IE in their schools. The survey explored effective professional development programs for IE implementation and the role of leadership and teachers. The major findings that emerged were: 1) effective IE implementation requires leaders who model IE principles and support ongoing professional development, 2) teachers must be committed to IE and view professional development favorably for implementation to succeed, and 3) professional development on IE should involve long-term learning programs with active participation and support from school leadership.
Teaching with Frequent Tests and its Consequences on Students’ Performance in...AJSSMTJournal
The intricacies of good teaching are known only to experienced teachers. Teaching is assessment
and, learning and retention are functions of regular testing. This study theorises classroom assessments and
links them with implicit theories of learning and retention of knowledge. The subjects of the study were
motivated to maintain the momentum of learning through taking regular tests and subjected to counselling and
regular feedback on the tests they took. The study analysed statistically semester results for five different year
groups of students taught Quantum Mechanics by the same lecturer who adopted weekly testing. The results
show substantial continuous improvements in students’ academic achievement. The results may be indictments
on lecturers who do not use classroom tests to motivate students’ learning.
This document summarizes a study that investigated how different digital reflection and feedback environments impacted pre-service teachers' beliefs and self-efficacy during a teaching practicum. The study compared three conditions: 1) face-to-face reflection and feedback only, 2) addition of text-based digital reflection and feedback, and 3) addition of video-based digital reflection and feedback. Results showed that traditional beliefs increased more in the text-based condition, while constructivist beliefs decreased less in the video-based condition compared to the other conditions. Self-efficacy increased in all conditions. Content analysis revealed that reflections and feedback were more positive and at a higher cognitive level in the video-based condition. The study provides insights into how
This is a North Central University course (EL 7002-8), Introduction to E-Learning . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Culture Matters: Learners’ Expectations Towards Instructor-Support (Richter 2...Richter Thomas
This document summarizes a study that investigated cultural differences in students' expectations of instructor support across 5 countries. The study found major differences, with South Korean students expecting more individual support compared to German students who expected mainly content selection. Understanding these differences is important to avoid conflicts in international online learning programs. The full spectrum of answers showed little overlap between Germany and South Korea, suggesting different expectations could be frustrating without preparation. The results highlight the need to tailor educational programs and communications to different cultural expectations.
Guidelines in Assessing Knowledge, Process, Understanding, and Performance/Pr...Carlo Magno
This document provides a guide for assessing four domains established by the Philippine Department of Education: knowledge, process, understanding, and performance/product. It defines each domain and provides examples of assessment questions and tasks that could be used to evaluate students in that domain. The knowledge domain focuses on basic facts and information. The process domain assesses cognitive operations used to solve problems. Understanding refers to grasping big ideas and is assessed using six facets. Performance/product evaluates students' ability to apply their understanding through authentic tasks. Formative and summative assessment are both emphasized to help students master standards and improve learning.
This document summarizes a research paper that examines the effect of increased teacher pay on student performance in the Netherlands. The paper uses a difference-in-differences design to compare schools located inside and outside the Randstad region, where schools inside received higher teacher pay raises due to a new policy. The analysis found mixed results, with some cases showing higher pay increased performance and others showing it decreased performance. Interestingly, the effect was more often positive for higher education levels and more often negative for lower education levels.
Assessment For Learning In Immersive And Virtual Environments Evidence-Cent...Sabrina Green
1) The document discusses a research program called Assessment for Learning in Immersive Virtual Environments (ALIVE) that examines how 3D immersive virtual environments can be used to provide formative feedback to students.
2) Specifically, the project explores using 3D virtual environments to assess middle school students' science inquiry skills through formative feedback.
3) The goal of the research is to understand how formative feedback in virtual environments affects students' academic achievement, agency, and ability to self-regulate their learning. It aims to contribute evidence for how virtual environments can improve STEM education outcomes.
Ton Mooij & Geert Driessen (2008) BJEP Differential ability and attainment.pdfDriessen Research
Background. In preschool and primary education, pupils differ in many abilities and
competences (giftedness). Yet mainstream educational practice seems rather
homogeneous in providing age-based or grade–class subject matter approaches.
Aims. To clarify whether pupils scoring initially at high ability level do develop and
attain differently at school with respect to language and arithmetic compared with
those displaying other initial ability levels. To investigate whether specific individual,
family, or educational variables covary with the attainment of these different types of
pupils in school.
Samples. Data from the large-scale PRIMA cohort study including a total of 8,258
Grades 2 and 4 pupils from 438 primary schools in The Netherlands.
Methods. Secondary analyses were carried out to construct gain scores for both
language and arithmetic proficiency and a number of behavioural, attitudinal, family,
and educational characteristics. The pupils were grouped into four different ability
categories (highly able, able, above average, average or below average). Further analyses
used Pearson correlations and analyses of variance both between- and within-ability
categories. Cross-validation was done by introducing a cohort of younger pupils in
preschool and grouping both cohorts into decile groups based on initial ability in
language and arithmetic.
Results. Highly able pupils generally decreased in attainment in both language and
arithmetic, whereas pupils in average and below-average groups improved their
language and arithmetic scores. Only with highly able pupils were some educational
characteristics correlated with the pupils’ development in achievement, behaviour, and
attitudes.
Conclusions. Preschool and primary education should better match pupils’
differences in abilities and competences from their start in preschool to improve
their functioning, learning processes, and outcomes. Recommendations for educational
improvement strategies are presented at the end of the article.
This document provides guidance for teachers on effective instructional practices for teaching mathematics to students with learning disabilities or difficulties learning mathematics. It identifies seven effective practices supported by research: 1) using explicit instruction regularly, 2) teaching with multiple instructional examples, 3) having students verbalize decisions and solutions, 4) teaching step-by-step problem solving strategies, 5) using visual representations, 6) providing students with opportunities for guided practice, and 7) conducting frequent reviews of content. The document summarizes evidence from a meta-analysis and the National Mathematics Advisory Panel report supporting the use of these practices.
The Predictive Influence Of Teaching Anxiety And Occupational Stress On Teach...iosrjce
This study investigated the predictive influence of teaching anxiety and occupational stress on
teaching efficacy of secondary school teachers in Owerri Municipal of Imo State Nigeria. Using a descriptive
survey research design. Simple random sampling technique was used to select four hundred secondary school
teachers from twenty secondary schools in Owerri Municipal Imo State Nigeria. Instruments used were:
Teachers’ Sense of Efficacy Scale (long form) (0.90); Teachers Teaching Anxiety Scale (0.84) and Teachers
Occupation Job Stress Scale (0.72). Two research questions were answered at 0.05 level of significance. Data
were analysed using Multiple Regression statistical tool. The independent variables accounted for 72.3% of the
total variance on teaching efficacy of secondary school teachers. In order of magnitude, of the contribution:
Occupational stress has more predictive influence on teaching efficacy of secondary school teachers (β = 0.
382, t = 5.214, P < 0.05) followed by teaching anxiety (β = 0. 164, t = 3.428, P < 0.05) on teaching efficacy of
secondary school teachers. Therefore, School administrator should ensure teachers are given tasks that
commiserate with their ability to avoid the experience of work-overload, burnout and stress. Also, teachers
should take time to update themselves academically as to overcome the challenge of intellectual deficiency that
could generate anxiety while teaching.
Implementing assessment of inquiry skills in science educationSails-project
Poster: Implemening assessment of inquiry skills in science education. Perspectives from Denmark by Morten Rask Petersen. Laboratory for Coherent Education and Learning, University of Southern Denmark
In the context of the SAILS project
http://www.sails-project.eu/
This document discusses research on relationships between teacher beliefs, characteristics, and school context. It explores connections between teacher efficacy, expectations, goal orientation, gender, experience, and school socioeconomic level. The study found that mastery-oriented beliefs predicted teacher efficacy, and gender and school socioeconomic level predicted aspects of efficacy and goal orientation. Being male predicted a performance goal orientation. The research suggests teacher beliefs are interrelated and influenced by personal and school factors, with implications for instructional practices and student outcomes.
This document discusses differences between student and teacher perceptions of effective student motivation techniques. It finds that students are more likely to attribute their own motivation to intrinsic desires to learn or goals they adopt, while teachers believe students are more motivated by teachers' actions. The document examines factors that may contribute to these differing perceptions, such as adolescents experiencing changes in self-esteem and social influences during high school that impact their motivation differently than adults. It concludes teachers should understand these developmental differences to effectively motivate students.
Similar to Thesis; Students Homework Motivation (20)
1. Running Head: STUDENTS’ HOMEWORK MOTIVATION 1
Students’ Homework Motivation:
Adapting Homework Instruction to Students’ Characteristics
10-06-2013
Bianca Pater (3797538), Patrick Van Schaik (3906868), Lidy Van Den Tweel (3781240)
Bachelor thesis group 29
Department of Social Studies, Utrecht University
Supervisor: Dr. Chris Phielix
2. STUDENTS’ HOMEWORK MOTIVATION 2
Abstract
Lack of homework motivation is one of the problems mentioned concerning Dutch HAVO students.
A quasi-experiment is conducted, assuming homework motivation can be positively influenced by
adapting homework instruction to students’ characteristics. HAVO students in fourth grade of a Dutch
secondary school received homework instructions in an experimental way, using motivational
strategies that fit HAVO students’ characteristics. Effects on homework motivation were measured in
variables ‘expectancy’ and ‘value’. Data from 81 students, participating in four different school
subjects, reveals a significant increase in motivation which is mainly due to an increase of the
expectancy variable. Studying the effect on students’ motivation in separate subjects however, data
reflect differences. Students in the subjects mathematics and economy report significantly higher
expectancy and value levels, as students in history and chemistry report non-significant differences in
expectancy and value levels. Additionally the scores of all participating students were used to
determine whether pre-existing differences in HAVO characteristics ‘overall motivation’, ‘planning
skills’ and ‘student-teacher relationship’ had an effect on students’ homework expectancy and
homework value. Comparing groups of students with below average scores and above average scores
on characteristic scales reveals significant differences between these groups for characteristics
‘planning skills’ and ‘student-teacher relationship’ on homework expectancy levels. The results of
this study can be seen as an inspiration for teachers in HAVO 4 to find ways to increase their
students’ homework motivation. Teachers are advised to differentiate students or student groups on
their characteristics and to search for appropriate interventions on homework instruction. Researchers
recommend systematic research on homework instruction and homework motivation. Suggestions for
further research are given.
Keywords: characteristics, expectancy, HAVO student, homework, instruction, motivation, value
3. STUDENTS’ HOMEWORK MOTIVATION 3
Students’ Homework Motivation
In 1998 the Dutch government introduces a major change in the general secondary
educational system of HAVO1
and VWO2
students in the Netherlands, referred to as the introduction
of the Second Phase (Tweede Fase). The overall objectives of this change, ‘establish a better
connection of general secondary education to higher education’, and ‘modernization of the curriculum
in the upper general secondary education’, are widely accepted by professionals in the field of
education (Spijkerboer, Maslowski, Keuning, Van Der Werf, & Béguin, 2012). Nevertheless this
change entails increasing problems for HAVO students in fourth grade (Vermaas & Van Der Linden,
2007). The core problem mentioned is students’ lack of motivation. Problems are also attributed to
students’ lack of study skills, referring specifically to reflect, plan and work independently. In
addition, teachers apply a different teaching method in fourth grade, and have less personal contact
with students. All this results in poor grades, school failure, demotivated students and discouraged
teachers (Klomp & Thielen, 2010). In the past ten years research has been conducted into explicating
the various problems and doing proposals for solving them. A recurrent item in these reports is
homework and students’ homework attitude (Vermaas & Van Der Linden, 2007).
Vermaas and Van Der Linden (2007) conclude in their study ‘Better responding to HAVO
students’ that in need of problems mentioned - considering homework and motivation - education
must focus on the specific characteristics of HAVO students. School managers and teachers are
recommended to change the learning environment, so that it fits the profile of the HAVO student. An
elaboration into concrete recommendations regarding homework assignments is missing. The present
study focuses on homework and influencing students’ motivation for homework assignments by
adapting homework instruction to the specific characteristics of the HAVO students, and thereby
contributing in translating the overall conclusion of the report ‘Better responding to HAVO students’
to an operational level.
Research on homework
Homework is defined as “tasks assigned to students by school teachers that are meant to be
carried out during non-school hours” (Cooper, 1989). Problems regarding homework are not
1
HAVO = Higher General Secondary Education, a five year course, preparing students aged 12 – 17 years for higher or professional education.
2
VWO = Pre-university secondary education, highest variant in the secondary school educational system, six year course, preparing students
aged 12 – 18 years for university.
4. STUDENTS’ HOMEWORK MOTIVATION 4
restricted to HAVO students in the Netherlands. It is recognizable on an international level and has
been the subject of several studies. Homework purposes (Warton, 2001; Epstein & Van Voorhis,
2001; Xu, 2005), homework compliance (Cooper, 2006; Trautwein & Lüdtke, 2009), parental
involvement and learning environment (Hoover-Dempsey, Battiato, Walker, Reed, De Jong, & Jones,
2001), and achievement (Trautwein & Köller, 2003; Cooper, 2006) have been repeatedly studied and
show contradicting outcomes. As Corno (1996) states: “Homework is a complicated thing”,
explaining why the role of research in forming homework policies and practices is limited to a
minimum in comparison with other educational domains. Cooper (2006) explains this as a result of
the many complex influences on homework and the difficulties to generalize the outcomes in the
homework domain. One of these complex influences is motivation. Motivation directly influences
homework effort and homework effort is positively related to achievement (Trautwein & Lüdtke,
2009).
A homework model
Figure 1. Homework model – adapted version (Trautwein, Lüdtke, Schnyder, & Niggli, 2006).
Trautwein, Lüdtke, Schnyder, and Niggli (2006) conclude in their study about homework
compliance that students’ homework effort or homework behaviour is influenced by several variables
at the same time. They propose the use of a domain-specific, multilevel homework model. It takes
into account the three major protagonists in the homework process; teachers assigning homework,
5. STUDENTS’ HOMEWORK MOTIVATION 5
parents providing the environment in which it is done, and finally students doing the homework, with
their unique profile of motivation and preference for learning (Hong & Milgram, 2000). The model
predicts homework behaviour to be positively related to achievement and influenced by homework
motivation with the components homework expectancy and homework value. These components are
in accordance with expectancy-value theory as described by Eccles and Wigfield (2002), and used in
this study to evaluate the effect of adapting homework instruction to students’ characteristics.
Motivation and expectancy-value theory
Motivation is an internal state that arouses, directs and maintains behavior (Woolfolk,
Hughes, & Walkup, 2013). There are several explanations for motivation. It can be explained in terms
of individual characteristics (personal traits), as a temporary situation (a state), or as a combination of
traits and state. Motivation generally refers to that which explains people’s desires and choices
(Keller, 2010). Doing homework starts with the question: ‘Am I going to do my homework?’
followed by ‘Why should I?’ (Keller, 2010). The answer depends on two forces: ‘Do I have a good
chance to succeed?’ (expectancy) and ‘Is the outcome valuable or rewarding to me?’ (value). The
modern expectancy-value theory (Eccles & Wigfield, 2002) is based in Atkinson’s (1957) work, and
explains motivational choices with an emphasis on individuals’ expectations for success in
combination with their valuing of the goal. Expectancies are defined as individuals’ beliefs about
competence in a given domain and one’s expectancies for success on a specific upcoming task. Task-
value is outlined in four components: attainment value – the personal importance of doing well on the
task, intrinsic value – the enjoyment the individual gets form performing the activity or the subjective
interest the student has in the subject, utility value - how well a task relates to current and future goals,
and costs – the negative aspects of engaging in the task as anxiety or fear, the amount of effort needed
to succeed and the lost opportunities that result from making a choice (Eccles & Wigfield, 2002).
ARCS model and motivational or instructional design
The ARCS model (Keller, 1987) provides a set of categories; attention, relevance, confidence,
and satisfaction, representing the components of motivation that correspond to the expectancy-value
theory (Atkinson, 1957; Eccles & Wigfield, 2002). Confidence generally refers to people’s
expectancies for success and beliefs regarding the degree to which they can predict or control the
6. STUDENTS’ HOMEWORK MOTIVATION 6
outcomes of their behaviour. Value is represented by attention and relevance. Attention, in the context
of motivation, is a synthesis of several related concepts including curiosity, boredom, and sensation
seeking, and contains the attainment and intrinsic value components. Relevance refers to people’s
feelings or perceptions of attraction toward desired outcomes, ideas, or other people based upon their
own goals, motives, and values. Relevance contains the utility value, and costs component of
expectancy-value theory. Satisfaction, the outcome component of the ARCS model as a result of
effort, performance and consequences, illustrates that one’s actual experiences with the outcomes of a
goal oriented set of behaviors afterwards influences the value one attaches to that goal (Keller, 2010).
Keller’s ARCS model also includes sets of strategies to enhance motivation, and a systematic
design process for teachers to influence motivation. Influencing students’ motivation is considered to
be a challenge for teachers. Although it is impossible to control another person's motivation, much of
a teacher's job involves stimulating learners’ motivation. Learning environments, assignments,
instructional behavior and instructional design should ideally be designed towards this goal (Keller,
2010). Although the ARCS model is designed for broader use in instructional design, the model’s
strategies can be applied to enhance motivation to the smaller area of homework instruction.
A homework instruction model
Figure 2. Homework Instruction Model (Pater, Van Schaik, & Van Den Tweel, 2013)
Based on the homework model by Trautwein et al. (2006; see Figure 1), expectancy-value
theory (Eggles & Wigfield, 2002) and the ARCS model (Keller, 1987), the Homework Instruction
7. STUDENTS’ HOMEWORK MOTIVATION 7
Model (Pater, Van Schaik, & Van Den Tweel, 2013) explains how adapting homework instruction
strategies to students’ characteristics can affect homework expectancy and homework value.
Attention, Relevance and Confidence cover the elements of the expectancy-value theory. Satisfaction,
the fourth component of Keller’s ARCS model, is not included in the Homework Instruction Model.
Effects on Satisfaction are influenced greatly by subjective evaluations of an outcome based on
expectations and social comparisons (Keller, 2010).
HAVO 4 students’ characteristics
An explanation for lack of (homework) motivation is sought in not taking into account
specific characteristics of HAVO 4 students. In order to adapt homework instruction to HAVO 4
students’ characteristics a closer look at these characteristics is required. Vermaas and Van Der
Linden (2007) composed a profile of HAVO students’ characteristics (see Figure 3) based on a study
among 50 schools that provide HAVO education. The profile is a representation of the characteristics
of the average HAVO 4 student, and shows the greatest common divisors. Pre-existing differences in
HAVO 4 students affect the premise of the research. To determine the influence of pre-existing
differences, the main problems in fourth grade of HAVO according to Klomp and Thielen (2010);
overall motivation, planning skills and student-teacher relationship, are taken into account in the
present study. These problems form the basis for the determination of the experimental interventions
to influence student’s homework motivation.
Figure 3. HAVO 4 students’ profile (Vermaas & Van Der Linden, 2007)
HAVO 4 students’ characteristics
a) Intelligent, creative, active and sociable,
b) Many activities beside school, less motivated for school – all day classes are boring;
c) Not knowing what they want to do after HAVO exams;
d) Focused on short term, lack of long-term focus on exams or further education;
e) Experiencing curriculum’s level of abstraction as too high, low relevance to authentic
experiences, preferring active and application-oriented learning;
f) Performance goal oriented, working harder for tests and exams;
g) Need for guidance and structure, lack of planning skills - postponing activities;
h) Short concentration curve;
i) Pragmatic, choosing the easiest way, responding to gaining points or free hours;
j) Responding to teachers’ attitude of involvement and individual contact;
k) Valuing social aspects: sensitive to the group process and their individual relationship to the
teacher.
8. STUDENTS’ HOMEWORK MOTIVATION 8
Overall motivation corresponds to HAVO 4 student’s characteristic b) and f), referring to
students being less motivated for school in general and spending time on other activities beside
school. Motivation increases when tests or exams lie ahead. Planning skills corresponds to
characteristics d) and g), referring to beginning with homework assignments and learning for exams
and tests on time. Jolles (2007) suggests that planning problems are due to the inability to set
priorities, to balance between the imperative task of the teacher and the social cognitions about peer
pressure and implicit expectations that peers have of behavior. The adolescent is able to relatively
simple choices. But choices at a higher level means taking into account your own abilities, with the
consequences for the long term and with the desires or emotions of others. Problems experienced in
student-teacher relationships correspond to characteristics j) and k). They can be attributed to
organizational changes associated with the Second Phase (Vermaas & Van Der Linden, 2007).
Teachers in the first three grades of HAVO have a learner-centered approach, in the Second Phase
teachers show a more subject-orientated approach (Vermaas & Van Der Linden, 2007). HAVO 4
students indicate that they need individual time and attention of teachers and highly value the
relationship with the teacher (Klomp & Thielen, 2010).
The present study
The present study focuses on a better alignment between students’ characteristics and the
instruction of homework assignments, and measuring effects on homework expectancy and value. As
researchers we want to contribute to the body of knowledge about homework by focusing on a small
part of Trautwein’s homework model. The present study also wants to contribute in translating the
conclusions of the report ‘Better responding to HAVO-students” (Vermaas & Van Der Linden, 2007)
to an operational level by answering one of many teachers’ questions: “What can I do to motivate
students for doing their homework?” In this study we intend to inspire teachers by implementing
simple adaptions to homework instruction in the current daily process of assigning homework.
The effects of adapting homework instruction on the homework expectancy and homework
value of HAVO 4 students, taking into account the characteristics of HAVO 4 students, are explored
in a quasi-experiment. The study must give answers to the following research question: ‘What is the
9. STUDENTS’ HOMEWORK MOTIVATION 9
effect on homework expectancy and homework value of HAVO 4 students when adapting homework
instruction to HAVO 4 students’ characteristics?’
Hypothesis 0: Adapting homework instruction to HAVO 4 students’ characteristics has no effect on
HAVO 4 students’ homework expectancy and homework value.
Hypothesis 1: Adapting homework instruction to HAVO 4 students’ characteristics has a positive
effect on HAVO 4 students’ homework expectancy and homework value.
Pre-existing differences lead to the following sub-questions and hypotheses: ‘What is the effect of
pre-existing differences in HAVO 4 students’ overall motivation, planning skills and/or student-
teacher relationship on the homework expectancy and homework of HAVO 4 students?’
Hypothesis 02
: Pre-existing differences in HAVO 4 students have no effect on HAVO 4 students’
homework expectancy and homework value.
Hypothesis 2: Pre-existing differences in HAVO 4 students effect HAVO 4 students’ homework
expectancy and homework value.
Method
Research design
The experiment followed a 2 x 2 x 5 switching replications design. There were two levels of
measurements on homework motivation (homework expectancy and homework value) and two
conditions (traditional or control and experimental). The groups consisted of eight classes equally
divided over four subjects (chemistry, economics, history and math).
Figure 4. Switching replications design of the experiment.
10. STUDENTS’ HOMEWORK MOTIVATION 10
The switching replications design is known as a very strong design with respect to internal
and external validity (Trochim, 2006). Main advantage is the possibility to correct on contingency
influences on the experiment. Caution should be exercised regarding the occurrence of an order effect.
Teachers of four subjects participated in this study, each one of them teaching two parallel
HAVO 4 classes. In the first phase one group was not given the experimental intervention and served
as control group (class X), and the other group (class Y) was given the experimental intervention. In
the second phase the experimental intervention switched to the other group (class X), and the original
group (class Y) served as control group. At the end of each phase both groups were tested on
homework motivation.
Participants
Students in HAVO 4 classes of the Calvijn College in Goes (n = 81) participated in this study.
Students came from Goes or smaller towns and villages in the area. The group of students included 41
young women between the age of 15 and 17 years (M = 15.85, SD = 0.58) and 40 young men between
15 and 17 years (M = 15.90, SD = 0.64). Some students (n = 26) participated in multiple courses.
Students (n = 10) participating but not finishing both measurements and students (n = 4) with a mean
score of 1.00 on one or both measurements were excluded.
Four teachers with parallel HAVO 4 classes at the Calvijn College voluntarily participated,
teaching in different subjects; chemistry, economics, history and mathematics.
Experimental intervention
The experimental intervention on homework instruction was designed to meet HAVO 4
students’ needs, fit their profile (see Figure 3), increase the motivation aspects, expectancy and (task-)
value as mentioned in expectancy-value theory (Eccles & Wigfield, 2002), and corresponded to the
conditions of attention, relevance and confidence in Keller’s ARCS model (Keller, 2010) (see Figure
2).
Attention. Instead of assigning homework at the end of the lesson, the teacher starts the
lesson with instruction on the upcoming homework assignment, and provides an immediate
connection to an overview of this of the subject and tests or exams (study planner). This part of the
intervention meets several HAVO 4 students’ characteristics, in particular b) and f) (see Figure 3).
11. STUDENTS’ HOMEWORK MOTIVATION 11
Relevance. During the presentation of the new part of the curriculum the teacher connects
this lesson two times to the upcoming homework assignment. This part of the intervention meets
several HAVO 4 students’ characteristics, in particular d) and g) (see Figure 3).
Confidence. Instead of being able to choose when to start doing homework, the last ten
minutes of the lesson students all start with their assigned homework, while the teacher actively
answers individual questions and gives feedback to the students work. This part of the intervention
also meets several HAVO 4 students’ characteristics, in particular g), j) and k) (see Figure 3).
Instruments
In this quasi-experimental study four instruments were used: a questionnaire on students’
characteristics, a student- and teacher questionnaire on homework motivation, and an intervention
checklist (see Appendices A up to E). The first three measurements were assessed on a 5-point Likert-
type scale, with responses from ‘not true’, ‘a little true’, ‘sometimes true’, ‘true’ to ‘very true’. A
consistent scale format was selected for ease of administration and statistical analyses.
Student characteristics questionnaire. To determine the effect of pre-existing differences
between HAVO-students students filled in the Student Characteristics Scale (SCS; see Table 1),
measuring their overall motivation, planning skills and student-teacher relationship. The SCS was
offered to students three weeks prior to the experimental phases. Working with student numbers made
it possible to retrieve personal data from the database of the Calvijn College, including age and
gender.
Motivation. The subscale ‘motivation’ retrieved from the ‘Vragenlijst Studievoorwaarden’
(VSV; Crins, 2002), assesses the willingness to learn and do homework.
Planning Skills. The subscale ‘planning’ retrieved from VSV (Crins, 2002) assesses
beginning with homework assignments and learning for exams and tests on time.
Student-teachers relationship. The subscale ‘student-teacher-relationship’ contains adapted
questions from a previously conducted test, constructed by Calvijn College in Goes (2009) to assess
generally perceived teacher behavior in relation to the student.
Scores on the SCS (n =78) were used to determine whether pre-existing differences in
students in the subscales overall motivation, planning skills or student-teacher relationship had an
12. STUDENTS’ HOMEWORK MOTIVATION 12
effect on students’ homework expectancy and homework value. Characteristic subscales were divided
in two groups based on the average score, named below average and above average, to create equal
sized groups and avoid underpowered, small sample sizes.
Table 1
Student Characteristics Scale (SCS)
Subscale Items Example item α
Motivation 9 “I work hard for tests or exams.” .70
Planning Skills 9 “I find it hard to keep me on my schedule.” .82
Student-Teacher Relationship 9 “My teachers encourage me to actively participate in the lesson.” .61
Student questionnaire on homework motivation. The student questionnaire Homework
Expectancy and Value Scale (HEVS) was constructed and adapted from Subject Interest Survey (CIS;
Keller, 2010) and Instructional Materials Motivation Survey (IMMS; Keller, 2010), including the
subscale ‘confidence’ for assessing the homework motivation component expectancy, and the
subscales ‘attention’ and ‘relevance’ for assessing homework motivation component value in students
(Table 2). Items were adapted to the specific homework conditions of HAVO 4 classes during the
experimental and non-experimental phase. Cronbach’s alpha for the 15-item HEVS was .90. For
Cronbach’s alphas on the subscales see Table 2.
Table 2
Homework Expectancy and Value Scale (HEVS)
Component Subscale Items Example item α
Homework expectancy Confidence 5 “The homework assigned this week is just too difficult for me” .75
Homework value
attainment value
intrinsic value
Attention 5 “There was something interesting at the beginning of lessons
this week that got my attention”
.77
Homework value
utility value
costs
Relevance 5 “The instructor made the homework of this week seem
important”
.80
13. STUDENTS’ HOMEWORK MOTIVATION 13
Teacher questionnaire on homework motivation. The Perceived Homework Behavior
Questionnaire (PHBQ; see Table 3) gave teachers the opportunity to express their perceived and
experienced differences in students’ homework expectancy and homework value including
comparable questions to the students’ questionnaire based on the CIS (Keller, 2010) and IMMS
(Keller, 2010). Cronbach’s alpha for the 15-item PHBQ was .59. A closer examination of the
questionnaire item-total statistics indicated that alpha would increase to .67 after deleting 3 items one
by one. One item on expectancy, ‘I noticed that homework seemed important last week’ and two
items on value, ‘I paid attention on homework at the start of lesson for upcoming lesson’, and ‘I
contributed special attention towards homework this week’, were considered to be ambiguous and not
asking about the perceived homework behavior in students. Consequently these items were dropped
from the questionnaire, and subsequent analyses are based on teachers’ responses to the remaining
twelve items.
Table 3
Perceived Homework Behavior Questionnaire (PHBQ)
Component Subscale Items Example item
Homework expectancy Confidence 5 “This week I noticed that my students were well prepared for the
lessons started”
Homework value Attention 5 “This week I succeeded in bringing the homework to the attention of
the students”
Homework value Relevance 5 “This week I noticed that my students have recognized the
importance of homework”
Intervention checklist. Teachers received an intervention checklist (see Appendix E) with a
summary of the intervention per lesson with experimental homework. The results of the intervention
checklist have been used to determine whether the teacher has performed the various parts of the
intervention as required (see Appendix F).
Procedure
Teachers and students received global information of the research that is conducted and all
participants remained anonymous. There was no financial compensation. Time for participating was
14. STUDENTS’ HOMEWORK MOTIVATION 14
scheduled during students’ presence at school and data were collected during classes at the Calvijn
College. Whether a teacher volunteered in participating in this study determined the participation of
individual students or classes.
In week 12 the intervention was presented to the participating teachers in a manual, and
discussed this manual in week 13 in a one-to-one conversation with one of the researchers to check if
they understood and were able to perform the intervention.
In week 12 all 152 HAVO 4 students were invited to complete the digital students’
characteristics questionnaire (see Table 4) during classes in the computer lab, and were thereby
informed about the study on motivation in HAVO students that was about to take place in the fourth
grade at the Calvijn College. Students were unaware about the conditions they were assigned to.
Because interventions on homework were implemented by teachers, students may have been able to
recognize these interventions.
Table 4
Planning of measurements
Test Week Participants
Student Characteristics Scale 12 81 HAVO 4 students
Homework Expectancy and Value Scale,
measurement 1
15 Students class X
Student class Y
Homework Expectancy and Value Scale,
measurement 2
16 Students class X
Student class Y
Perceived Homework Behavior
Questionnaire
15/16 Participating teachers
In week 15 for each participating subject, class X received the experimental intervention and
class Y got traditional homework (see Figure 4). At the end of week 15 HAVO 4 students in
participating subjects took the pencil-and-paper test on homework motivation during the last 5-10
minutes in class (see Table 4). In week 16 for each participating subject, class Y received the
experimental intervention and class X got traditional homework. At the end of week 16 all HAVO 4
15. STUDENTS’ HOMEWORK MOTIVATION 15
students in participating subjects took the pencil-and-paper test on homework motivation during the
last 5-10 minutes in class.
In week 15 and 16 teachers completed the intervention checklist for lessons with experimental
homework. At the end of week 15 and 16 teachers were asked to fill in the PHBQ for classes X and
Y.
Data Analysis
Two separate databases were constructed for analysis in SPSS in order to meet the
assumptions for data analyses. In database A all participants in a subject (nsubjects = 107) are present. In
database B the participants (n = 26) who took part in multiple subjects were randomly assigned to one
of the four subjects (ntotal = 81).
To determine whether there has been an order effect an independent samples t test is done on
data classes X and classes Y.
To investigate the impact of the experimental intervention a one-way repeated measures
ANOVA was used on data of both conditions – traditional and experimental. A one-way ANCOVA
was used to compare homework motivation in students after the experiment undertaking four different
subjects (chemistry, economy, history and math). A covariate (students’ score on traditional
homework) was included to partial out the effects of participants’ homework motivation without the
interventions on homework. A MANOVA was used to examine the effectiveness of the interventions
on the two component of homework motivation - expectancy and value – in relation to the four
different subjects. One tailed paired sample t tests were used to compare homework expectancy or
homework value levels within the four subjects.
A descriptive analysis was performed on perceived homework motivation in students by
teachers, compared to homework expectancy and homework value levels perceived by students.
To determine the effect of pre-existing differences in HAVO 4 students’ characteristics, two-
tailed paired sample t tests were used to compare homework expectancy or homework value levels
within the characteristic groups. Repeated measures ANOVA with split-plots have been conducted to
compare the differences in homework expectancy or homework value between characteristic groups.
16. STUDENTS’ HOMEWORK MOTIVATION 16
Results
Manipulation check
The switching replications design implicates that caution should be exercised regarding the
occurrence of an order effect. An independent samples t test was used to compare the differences on
the measurement score of participants (n = 40) receiving the experimental intervention in week 1 (M
= 0.11, SD = 0.55) and participants (n = 41) receiving the experimental intervention in week 2 (M =
0.31, SD = 0.77). The t test was non-significant, t(71.98) = 1.37, p = .174, two-tailed, d = 0.45, 95%
CI [-0.92, 0.50]. Absence of an order effect implicated that scores on students’ questionnaires on
measurement 1 and 2 can be combined and partitioned in test scores on traditional homework (or
control group) and test scores on experimental homework.
Homework motivation
A one-way repeated measures ANOVA was used to investigate the impact of the
experimental intervention. The repeated measures ANOVA indicates there is a significant increase on
homework motivation levels after the experimental intervention (M = 2.91, SD = 0.78) in comparison
with traditional homework (M = 2.71, SD = 0.74), F (1, 80) = 7.71, p = .007, partial η2
= .09.
Table 5
Summary of scores on measurements on HEVS in different subjects
Homework Motivation Homework Expectancy Homework Value
Traditional Experimental Traditional Experimental Traditional Experimental
Subject n M SD M SD M SD M SD M SD M SD
Chemistry 15 2.18 0.59 2.39 0.88 1.76 0.47 2.19 0.84 2.39 0.72 2.49 0.91
Economy 36 2.94 0.62 3.16 0.61 2.59 0.77 2.90 0.83 3.10 0.60 3.29 0.57
History 30 2.82 0.70 2.87 0.61 2.45 0.85 2.57 0.76 3.01 0.70 3.02 0.59
Math 26 2.92 0.76 3.27 0.60 2.65 0.80 2.87 0.68 3.05 0.77 3.48 0.64
Totala
81 2.71 0.74 2.91 0.78 2.32 0.80 2.61 0.82 2.90 0.77 3.06 0.82
Note. a
Ntotal = 81; chemistry (n = 14); economy (n=28); history (n = 19); mathematics (n = 18); 26 students participate in multiple
subjects.
17. STUDENTS’ HOMEWORK MOTIVATION 17
Homework motivation per subject. A one-way ANCOVA was used to compare homework
motivation in students after the experiment undertaking four different subjects (chemistry, economy,
history and math). A covariate (score on traditional homework) was included to partial out the effects
of participants’ homework motivation without the interventions on homework. The ANCOVA
indicates that after accounting for the effects of traditional homework, there was a statistically
significant effect of the subject on homework motivation, F (3,76) = 4.48, p = .006, partial η2
= .150.
Post-hoc testing revealed that participants in economy and mathematics subject reported a higher
increase in homework motivation than students in chemistry class, even after controlling for
homework motivation measurement score on traditional homework. The remaining pairwise
comparisons were not significant.
Figure 5. Homework motivation levels per subject after traditional and experimental homework.
In order to compare scores on homework motivation in students in the traditional and
experimental condition within the various subjects, one-tailed paired sample t tests with an alpha level
of .05 were used. Participants (n = 26) previously assigned to one of the subjects for data analyses
were placed back in their original subjects. Expecting homework motivation to increase after the
intervention as stated in hypothesis 1, p values are divided by two. As Table 6 shows all scores on
homework motivation after the intervention were higher. Participants in the experimental condition of
the subjects chemistry (M = 2.39) and history (M = 2.87) reported higher homework motivation
levels, compared to participants in the control condition of chemistry (M = 2.18) and history (M =
18. STUDENTS’ HOMEWORK MOTIVATION 18
2.82). However, these differences were not statistically significant for both chemistry, t(14) = 0.78, p
= .226, d = 0.29, and history, t(29) = 0.42, p = .340, d = 0.08. Participants in the experimental
condition in the subject economy reported significantly higher homework motivation levels (M =
3.16) compared to participants in the control condition (M = 2.92), who received traditional
homework, t(35) = 2.65, p = .006, d = 0.36. Also participants in the experimental condition in the
subject mathematics reported significantly higher homework motivation levels (M = 3.27) compared
to participants in the control condition (M = 2.92), who received traditional homework, t(25) = 3.13, p
= .002, d = 0.51.
Homework expectancy and homework value
A MANOVA was used to examine the effectiveness of the interventions designed to increase
homework motivation. Findings showed that there was a significant effect of the interventions on the
combined dependent variables homework expectancy and homework value F(1,159) = 3.08, p = .050,
η2
= .04. Analysis of the dependent variables individually showed non-significant effects for
homework value, F(1,160) = 1.08, p = .193, η2
= .01. However the homework expectancy variable
was statistically significant at a Bonferroni adjusted alpha level of .025, F(1,160) = 3.62, p = .021, η2
= .03. Participants in the experimental condition reported significantly higher homework expectancy
levels (M = 2.61) compared to participants in the control condition (M = 2.32), who received
traditional homework (see Figure 6).
Figure 6. Display of students’ scores on homework motivation divided in components expectancy and
value.
19. STUDENTS’ HOMEWORK MOTIVATION 19
Homework expectancy per subject. One tailed paired sample t tests with an alpha level of
.05 were used to compare homework expectancy levels in different subjects in students in the control
condition, after receiving traditional homework and the experimental condition, after receiving the
intervention on homework. A summary of scores on measurements can be found in Table 5.
Figure 7 shows an increase in all subjects on homework expectancy. The participants reported
non-significant differences in homework expectancy levels in the experimental condition of the
subjects chemistry (M = 2.19), t(14) = 1.62, p = .064, d = 0.66 and history (M = 2.57), t(29) = 0.74, p
= .234, d = 0.15, compared to participant in the control condition of chemistry (M = 1.76) and history
(M = 2.45). Participants in the experimental condition in the subject economics reported significantly
higher homework expectancy levels (M = 2.90) compared to participants in the control condition (M =
2.59), who received traditional homework, t(35) = 2.83, p = .004, d = o.39. Also participants in the
experimental condition in the subject mathematics reported significantly higher homework
expectancy levels (M = 2.87) compared to participants in the control condition (M = 2.45), who
received traditional homework, t(25) = 1.73, p = .048, d = 0.30.
Figure 7. Homework expectancy levels per subject after traditional and experimental homework
Homework value per subject. One tailed paired sample t tests with an alpha level of .05
were also used to compare homework value levels in different subjects in students after receiving
20. STUDENTS’ HOMEWORK MOTIVATION 20
traditional or experimental homework. A summary of scores on measurements can be found in
Table 5.
Figure 8 shows an increase in the subjects chemistry, economics and mathematics on
homework value and a minimal increase in history. The participants reported non-significant
differences in homework value levels in the experimental condition of the subjects chemistry (M =
2.49), t(14) = 0.34, p = .370, d = 0.12, and history (M = 3.02), t(29) = 0.09, p = .465, d = 0.02, in
comparison with the control condition of chemistry (M = 2.39) and history (M = 3.01). Participants in
the experimental condition in the subject economics reported significantly higher homework value
levels (M = 3.29) compared to participants in the control condition (M = 3.10), who received
traditional homework, t(35) = 1.91, p = .033, d = 0.32. Also participants in the experimental condition
in the subject mathematics reported significantly higher homework value levels (M = 3.48) compared
to participants in the control condition (M = 3.05), who received traditional homework, t(25) = 3.22, p
= .002, d = 0.61.
Figure 8. Homework value levels per subject after traditional and experimental homework.
Teachers’ perception of homework motivation
Teachers revealed a difference in perceiving homework behavior in different classes. Results
shown are descriptive and were not statistically analyzed, as it concerned the comparison between a
21. STUDENTS’ HOMEWORK MOTIVATION 21
single teacher and his or her classes (see Table 6). Only notable resemblances and differences are
mentioned.
Table 6
Teacher Perceptions versus Student Perceptions Concerning Students’ Homework Expectancy and Value
Expectancy Value
Teacher Students Teacher Students
T E T E T E T E
Subject Class M M M M M M M M
Chemistry X 1.80 3.20 1.63 2.38 2.60 3.60 2.23 2.53
Chemistry Y 3.00 1.80 2.24 2.66 3.80 3.00 2.47 2.06
Economy X 2.60 3.40 2.47 2.81 2.40 3.60 3.09 3.18
Economy Y 2.80 3.60 2.57 2.88 2.40 4.00 2.97 3.33
History X 3.00 3.20 2.62 2.60 2.40 2.40 3.19 3.19
History Y 3.40 3.00 2.24 2.66 3.00 2.80 3.04 2.95
Mathematics X 2.40 2.20 2.60 2.87 3.60 3.40 2.96 3.58
Mathematics Y 2.60 3.00 2.49 2.69 3.20 3.80 3.22 3.49
Note. T=traditional homework; E=experimental homework; X=experimental homework in second week; Y=experimental
homework in first week.
Teachers assign different scores to classes X and Y. A remarkable difference in perception is
found in classes X and Y in chemistry, and to a lesser extent in history. Students in chemistry classes
confirm these differences in their scores, but are more moderate. Student scores in history classes X
and Y show a different pattern than their teacher’s scores.
Teachers’ and students’ scores are not always consistent. In economy, teacher en students’
scores are quite consistent, but students initially value their homework more than the teacher
perceived. Inconsistent scores were found for example in mathematics class X. The teacher perceived
a drop in homework motivation in both expectancy and value, while students showed in increase on
both motivation components. The history teacher perceived opposite effects in homework expectancy
than students did in both classes. Finally teachers in general showed greater differences in perception
after the experiment than students revealed.
22. STUDENTS’ HOMEWORK MOTIVATION 22
Effect of pre-existing differences on homework expectancy levels per characteristic
Multiple two-tailed paired sample t tests were used to compare homework expectancy levels
in below average and above average groups per characteristic after traditional and experimental
homework (see Table 7).
Table 7
Homework Expectancy Levels in Students with Below and Above Average Scores on Characteristic
Homework Expectancy
Traditional Experimental
Characteristic Groupb
n M SD M SD Δa
t p d
Overall motivation
Below < 2.80 43 2.31 0.64 2.61 0.75 0.30 -2.46 .018* 1.45
Above > 2.80 35 2.33 0.98 2.58 0.91 0.25 -1.83 .076 0.26
Planning skills
Below < 2.95 40 2.11 0.63 2.47 0.76 0.36 -3.04 .004* 0.52
Above > 2.95 38 2.54 0.92 2.74 0.87 0.20 -1.42 .164 0.22
Relationship with teacher
Below < 2.99 33 2.07 0.69 2.33 0.79 0.26 -2.40 .022* 1.08
Above > 2.99 45 2.49 0.85 2.79 0.80 0.30 -2.12 .039* 0.36
Note.*Significant higher homework expectancy level after the intervention (p < .05) within the characteristic ; a
Δ = experimental
- traditional. b
Score computed with scores on SCS.
Overall motivation. Participants with below average overall motivation reported
significantly higher homework expectancy levels (M = 2.61) receiving experimental homework than
after receiving traditional homework (M = 2.31), t(42) = -2.46, p = .018, d = 1.45. Participants with
above average overall motivation reported non-significant differences in homework expectancy levels
after receiving experimental homework (M = 2.58) in comparison with receiving traditional
homework (M = 2.33), t(34) = -1.83, p = .076, d = 0.26 (see Table 7). The split-plot repeated
measures indicated that there was no difference between the below and above average overall
motivation group in homework expectancy, F(1,76) =0.00, p = .995, η2
= .00 (see Figure 9).
23. STUDENTS’ HOMEWORK MOTIVATION 23
Planning skills. Participants with below average planning skills reported significantly higher
homework expectancy levels (M = 2.47) receiving experimental homework than after receiving
traditional homework (M = 2.11), t(39) = -3.04, p = .004, d = 0.52. Participants with above average
planning skills reported non-significant differences in homework expectancy levels after receiving
experimental homework (M = 2.74) in comparison with receiving traditional homework (M = 2.54),
t(37) = -1.42, p = .164, d = 0.22 (see Table 7). The split-plot repeated measures indicated that there
was a significant difference between the below and above average planning skills group in homework
expectancy, F(1,76) =4.95, p = .026, η2
= .06 (see Figure 9).
Figure 9. Means on homework expectancy levels after traditional and experimental homework for below and
above average groups on characteristics scale; overall motivation; planning skills and student-teacher
relationship. Y axis starts with 2 because all homework expectancy levels are located between 2.0 and 3.0; the
graph is intended to show the differences between the groups.
Student-teacher relationship. Participants with below average student-teacher relationship
reported significantly higher homework expectancy levels (M = 2.33) receiving experimental
homework than after receiving traditional homework (M = 2.07), t(32) = -2.40, p = .022, d = 1.08.
Participants with above average student-teacher relationship also reported significantly higher
homework expectancy levels (M = 2.79) receiving experimental homework than after receiving
●Below Overall Motivation
○Above Overall Motivation
Below Planning Skills
Above Planning Skills
■Below Student-Teacher Relationship
□Above Student-Teacher Relationship
24. STUDENTS’ HOMEWORK MOTIVATION 24
traditional homework (M = 2.49), t(44) = -2.12, p = .039, d = 0.36 (see Table 7). The split-plot
repeated measures indicated that there was a significant difference between the below and above
average student-teacher relationship group in homework expectancy, F(1,76) =7.81, p = .007, η2
= .09
(see Figure 9).
Effect of pre-existing differences on homework value levels per characteristic
Multiple two-tailed paired sample t tests were used to compare homework value levels in below
average and above average groups per characteristic after traditional and experimental homework (see
Table 8).
Table 8
Homework Value Levels in Students with Below and Above Average Scores on Characteristic
Homework Value
Traditional Experimental
Characteristic Groupb
n M SD M SD Δa
t p d
Overall motivation
Below < 2.80 43 2.89 0.62 3.05 0.70 0.16 -1.71 .094 0.24
Above > 2.80 35 2.91 0.95 3.08 0.98 0.17 -1.20 .240 0.17
Planning skills
Below < 2.95 40 2.83 0.73 2.93 0.68 0.10 -0.94 .351 0.14
Above > 2.95 38 2.97 0.84 3.21 0.95 0.24 -1.87 .070 0.27
Relationship with teacher
Below < 2.99 33 2.77 0.74 2.82 0.78 0.05 -0.45 .654 0.06
Above > 2.99 45 2.98 0.80 3.24 0.83 0.26 -2.18 .034* 0.32
Note.*Significant higher homework value level after the intervention (p < .05) within the characteristic; a
Δ = experimental -
traditional. b
Score computed with scores on SCS.
Overall motivation. Participants with below average overall motivation reported non-
significant differences in homework value levels after receiving experimental homework (M = 3.05)
in comparison with receiving traditional homework (M = 2.89), t(42) = -1.71, p = .094, d = 0.24.
Participants with above average overall motivation also reported non-significant differences in
homework value levels after receiving experimental homework (M = 3.08) in comparison with
25. STUDENTS’ HOMEWORK MOTIVATION 25
receiving traditional homework (M = 2.91), t(34) = -1.20, p = .240, d = 0.17 (see Table 8). The split-
plot repeated measures indicated that there was no difference between the below and above average
overall motivation group in homework value, F(1,76) =0.02, p = .895, η2
= .00 (see Figure 10).
Planning skills. Participants with below average planning skills reported non-significant
differences in homework value levels after receiving experimental homework (M = 2.93) in
comparison with receiving traditional homework (M = 2.83), t(39) = -0.94, p = .351, d = 0.14.
Participants with above average planning skills also reported non-significant differences in homework
value levels after receiving experimental homework (M = 3.21) in comparison with receiving
traditional homework (M = 2.97), t(37) = -1.87, p = .070, d = 0.27 (see Table 8). The split-plot
repeated measures indicated that there was no difference between the below and above average
planning skills group in homework value, F(1,76) =1.76, p = .188, η2
= .02 (see Figure 10).
Figure 10. Means on homework value levels after traditional and experimental homework for below and above
average groups on characteristics scale; overall motivation; planning skills and student-teacher relationship. Y
axis starts with 2.5 because all homework value levels are located between 2.5 and 3.5; the graph is intended to
show the differences between the groups.
●Below Overall Motivation
○Above Overall Motivation
Below Planning Skills
Above Planning Skills
■Below Student-Teacher Relationship
□Above Student-Teacher Relationship
26. STUDENTS’ HOMEWORK MOTIVATION 26
Student-teacher relationship. Participants with below average student-teacher relationship
reported non-significant differences in homework value levels after receiving experimental homework
(M = 2.82) in comparison with receiving traditional homework (M = 2.77), t(32) = -0.45, p = .654, d =
0.06. Participants with above average student-teacher relationship reported significantly higher
homework value levels (M = 3.24) receiving experimental homework than after receiving traditional
homework (M = 2.989), t(44) = -2.18, p = .034, d = 0.32 (see Table 8). The split-plot repeated
measures indicated that there was no difference between the below and above average student-teacher
relationship group in homework value, F(1,76) =3.78, p = .056, η2
= .05 (see Figure 10).
Conclusion and discussion
First, the present study found empirical support for a positive effect on homework motivation
of HAVO 4 students, when adapting homework instruction to HAVO 4 students’ characteristics as
presumed in hypothesis 1. Results show significantly higher homework expectancy levels after the
intervention. Non-significant results were found for the homework value component. Looking closer
at the four different subjects participating in this study, homework expectancy levels and homework
value levels are significantly higher in both economy and mathematics after the intervention took
place. This could be explained by the fact that teachers in the subjects mathematics and economy
performed the experimental intervention almost as accurately as they were presented to them. But
different contents of the subjects can also contribute to the non-significance of chemistry and history.
Differences in expectancy and value levels between subjects are consistent with Trautwein et al.
(2006), promoting a domain-specific approach of homework. In their studies on homework
motivation a considerable variability in the perception of homework was found between subjects:
Mathematics homework scores lower on component expectancy than English homework, for the
value component this is reversed. Variables appear to make a difference in predictive value per
subject (Trautwein et al., 2006). Several other studies have been conducted on the effect of
motivational design strategies (Keller, 2010), generally focusing on instructional design for face-to-
face, computer-basis or blended courses. Most of them subscribe a positive effect on motivation
components (Visser & Keller, 1990; Song & Keller, 2001; Colakoglu & Akdemir, 2010). A study on
the effect of ARCS-based strategies with specific attention for the expectancy component (Huett,
27. STUDENTS’ HOMEWORK MOTIVATION 27
Moller, Young, Bray, & Huett, 2008) did not produce a noted increase in learner confidence, but did
find an effect in overall motivation of students for their specific subject. This confirms the starting
point of this study, dividing motivation in at least two components. Each component can be
experimentally influenced in its own way, and measured as a separate variable. Point of attention is
that variables might influence each other. Besides the differences between the subjects, the short
period of the experimental intervention in this study could have caused faster results on homework
expectancy, students being confident in their ability in doing the assigned homework tasks, rather than
increasing students’ value on homework tasks as relevant and having their attention.
Second, hypothesis 2 stated that pre-existing differences ‘overall motivation’, ‘planning
skills’ and ‘student-teacher relationship’ would have an effect on HAVO 4 students’ homework
expectancy and homework value levels. Results of this study do reveal that dividing students in two
groups, based upon their below or above average score on a student characteristic, has different effect
on their scores on homework expectancy and homework value. All three groups scoring below
average on overall motivation, planning skills and student-teacher relationship show significantly
higher homework expectancy levels after the intervention took place. Only the above average student-
teacher relationship group also scored significantly higher after the intervention. This could mean that
having a good or less good relationship with your teacher has no effect on your homework
expectancy. But as Figure 9 reveals, it seems that no matter what your characteristics are, homework
expectancy will increase almost equivalent in all groups after the intervention. Although only the
above average student-teacher relationship group shows significantly higher levels of homework
value after the intervention, Figure 10 shows a different pattern in slopes as seen in homework
expectancy. Homework value levels after traditional homework start initially higher than homework
expectancy levels, but show a clear difference in increase between groups after the intervention. An
explanation can be given by stating that an intervention must connect to the initial level of a student,
and only then a student will profit from this ‘push in the right direction’. This has a positive impact on
the expectancy and/or value component of motivation. When an intervention is not connected to
students’ initial level a student can experience the intervention as incomprehensible or superfluous,
showing no effects on motivation or possibly even demotivating a student. In this study it seems the
28. STUDENTS’ HOMEWORK MOTIVATION 28
part of the intervention designed to increase homework value levels is more in line with
characteristics of students in the above average groups. Anticipating on the wide range of individual
differences among students is consistent with Hong, Milgram, and Rowell (2010). Teachers should
encourage learners to match their preferences on doing homework with the actual situation, resulting
in higher motivation levels. This recommendation can be easily transformed to teachers being
encouraged to match their students’ characteristics.
Screening students on their pre-existing differences created awareness of the fact that each
individual student has a different set of characteristics. Interpreting the HAVO students’ profile
(Vermaas & Van Der Linden, 2007) as a blueprint of the average HAVO student, contains a risk of
not taking into account the individual differences of HAVO students and must be prevented by
researchers at any time. HAVO 4 is a composition of several groups of students (Vermaas & Van Der
Linden, 2007), with different sets of characteristics. Instead of giving all students the same treatment,
based upon the HAVO 4 students’ profile, individuals or groups of students should receive a
treatment adapted to their specific set of characteristics.
Limitations of the study
This study has been conducted on one Dutch secondary school. The HAVO-department
received the title of ‘Excellent School’ in 2012, referring to high quality of education and being an
example for other schools. Much attention is paid to an individual approach and guidance of each
student. This could have influenced the results.
Doing social research on a secondary school is a complicated process (Cooper & Valentine,
2001). The initial scope of our sample was 152 HAVO-students. Due to unexpected circumstances the
sample had to be reduced. Given the restricted number of students in the present study,
generalizability is an issue. A number of students participated in experimental classes in more than
one subject. This could have influenced the results, either in a positive or negative way. Another
reason to be cautious in generalizability is the influence of the individual teachers on performing the
experimental interventions. Although all teachers received the same instructions and there was control
of performing the parts of the intervention, there was no control of the manner in which the
instructions were performed.
29. STUDENTS’ HOMEWORK MOTIVATION 29
Two other important factors on influencing homework motivation were no part of this study
and therefore need mentioning as limitations: the composition of students in one class, and the
characteristics of an individual teacher. In our study we recognize the differences in scores on
homework motivation in classes X and Y within a subject, and this might have influenced the final
scores on homework motivation. No attention was paid to the individual differences of teachers’
characteristics and their personal influence on students’ motivation. In their review of research on the
relationship between teachers characteristics and students’ achievement Wayne and Youngs (2003)
confirm the existence of a positive relationship, but it needs further research to be more specific.
Evaluating the present research the choice for the switching replications design was made,
because of its high internal validity (Trochim, 2006). The external validity is limited due to the
limited size of the sample. The student- and teacher questionnaire, developed for this study, scored
high on reliability. To promote a broader range in answers, a 7-point- instead of a 5-point Likert scale
is recommended in future research. The Student Characteristics Scale was partly reliable. Subscale
‘student-teacher relationship’ should be interpreted with caution because of the mediocre reliability.
Although the experimental interventions were matched to the amount of time available, the
time component makes it only possible to draw conclusions on the short term. To improve external
validity and draw conclusions for the long term, expanding the experimental period is recommended.
Further research
The limited quasi experiment in this study reveals a surprising positive effect of adapting
homework instruction on students’ characteristics to improve homework motivation. Results not only
contribute to the body of knowledge on homework and homework motivation in general, but can also
contribute in the attempts to tackle the existing problems in motivation of HAVO students in the
Netherlands. Drawing teachers’ attention to the results of this study can convince teachers that they do
have influence on students’ motivation, even by doing small interventions. Their perceptions of
motivation do not necessarily correspond to the experience of the student. Anticipating on student’s
characteristics, interventions can be done on both individuals and groups.
In line with this study, further research is recommended on ways of homework instruction to
influence homework motivation, using larger samples of students in different schools and thereby
30. STUDENTS’ HOMEWORK MOTIVATION 30
making research results more generalizable and answer questions such as; ‘Which interventions on
homework instruction motivates students?’ and ‘To what extent is domain-specific approach of
importance of the adaptation of homework instruction?’. Further research can be done on the
application of the HAVO students’ profile in daily practice; ‘Is it possible to develop sets of
characteristics for the different groups of students in HAVO 4, and are teachers able to motivate
students by adapting homework instruction to these specific set of characteristics?’ or ‘Is the HAVO
student served by a more individual approach tailored to his or her individual profile?’
Corno (1996) stated that homework is a complicated thing. Aligning ourselves with the
general recommendation that research on homework instruction and homework motivation needs to
be extended, specific recommendations are made to work from one general model in which variables
get their place. Trautwein’s homework model (Trautwein et al., 2006) could be used as a starting
point. Systematic research, resulting in a further perfection of the homework model contributes to an
increasing knowledge base. Eventually all of this can lead to an influence of homework research on
policy and practice (Cooper & Valentine, 2001).
31. STUDENTS’ HOMEWORK MOTIVATION 31
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34. STUDENTS’ HOMEWORK MOTIVATION 34
Appendix A
Instruments - Student Characteristics Scale (SCS)
Student Characteristics Scale – 27 items
5-point Likert-schaal
Motivatie (9 items, subschaal VSV)
Code Volgorde Item
M1 1 Ik doe bepaalde dingen extra voor mijn studie, ook als daar niet om
wordt gevraagd.
M2 2 Ik ga naar school om te leren.
M3 6 Ik leer alleen omdat het moet. REVERSE
M4 9 Ik maak graag huiswerk.
M5 16 Ik werk hard voor een overhoring of een proefwerk.
M6 18 Leren komt bij mij op de tweede plaats. REVERSE
M7 19 Ik kijk of leerstofonderdelen uit een hoofdstuk met elkaar verband
houden.
M8 23 Wanneer ik een proefwerk of toets terugkrijg, kijk ik na welke fouten ik
heb gemaakt en probeer hier iets van te leren.
M9 25 Ik wil meer weten van de stof dan de leraar vraagt.
Planningsvaardigheden (9 items, gebaseerd op subschaal VSV)
P1 3 Aan het begin van de week maak ik een verdeling van mijn huiswerk
over de week.
P2 5 Een toets of proefwerk leer ik meerdere malen.
P3 10 Voordat ik begin met mijn huiswerk bepaal ik de volgorde waarin ik dit
ga maken.
P4 11 Van tevoren schat ik in hoeveel tijd ik nodig heb voor het uitvoeren van
een huiswerkopdracht.
P5 13 Ik houd rekening met onvoorziene omstandigheden en daarom bouw ik
reservetijd in bij het studeren voor een toets of proefwerk.
P6 15 Ik vind het lastig me aan mijn eigen planning te houden. REVERSE
P7 21 Op dagen dat ik niet veel huiswerk heb, begin ik aan het huiswerk van
een zware dag.
P8 24 Ik begin te laat met het leren van een proefwerk of een toets. REVERSE
P9 27 Voor een toets of proefwerk houd ik tijd vrij om de leerstof nog eens
extra te kunnen herhalen.
Relatie docent (gebaseerd op vragenlijst Calvijn College)
R1 4 Ik voel me op mijn gemak bij mijn docenten.
R2 7 Ik heb nauwelijks persoonlijk contact met mijn docenten. REVERSE
R3 8 De docenten geven duidelijk antwoord op vragen over de leerstof en het
huiswerk.
R4 12 De docenten moedigen mij aan om actief mee te doen in de les.
R5 14 Mijn docenten zijn enthousiast en betrokken.
R6 17 Docenten bespreken regelmatig met ons hoe we werken en wat we
daarmee bereiken.
R7 20 Mijn docenten doen er alles aan om mijn prestaties te helpen
verbeteren.
R8 22 Docenten houden zich aan de afspraken die ze met ons maken.
R9 26 Mijn docenten weten nauwelijks iets van mijn leven buiten schooltijd. REVERSE
37. STUDENTS’ HOMEWORK MOTIVATION 37
Appendix D
Instruments – Accountability check on HEVS and PHBQ
Vragen voor Huiswerk Belevingsschaal
Confidence
1. Tijdens het maken van het huiswerk deze week had ik het gevoel goed bezig te zijn met dit vak.
2. Ik denk dat mijn leraar vindt dat ik mijn huiswerk goed gemaakt heb deze week.
3. Mijn leraar heeft laten merken hoe ik deze week mijn huiswerk heb gemaakt.
4. Door de uitleg van het huiswerk geloofde ik dat ik het huiswerk zelf kon maken.
5. Door de manier waarop de leraar het huiswerk toelichtte wist ik wat ik zou moeten leren van dit
huiswerk
Attention
1. Mijn leraar heeft me in de afgelopen week enthousiast gemaakt voor het huiswerk.
2. Er was iets aan het begin van de lessen wat mijn aandacht voor het huiswerk trok deze
week.
3. Ik was deze week nieuwsgierig naar het huiswerk voor dit vak
4. De docent heeft op een ongewone of verassende manier aandacht gegeven aan het huiswerk
5. Door de manier waarop het huiswerk werd uitgelegd, werd mijn aandacht op het huiswerk gericht.
Relevance
1. Het huiswerk voor dit vak was de afgelopen week was voor mij zinvol.
2. De leraar zorgde ervoor dat het huiswerk van deze week belangrijk leek
3. Ik ben de afgelopen week actief bezig geweest met maken van huiswerk tijdens de les.
4. Het huiswerk van deze week was belangrijk om een goed een cijfer voor dit vak te kunnen halen.
5. Het huiswerk van de afgelopen week sloot goed aan bij de inhoud van de les.