TOPIC: EFFECTS OF HOMEWORK ON SPECIAL EDUCATION STUDENTS POSITIVE OR INDIFFERENT

Are the effects of homework on special education students positive or indifferent?

Abstract

This study will investigate the role of practices of special duties to students in their self-efficacy beliefs regarding their use of specific learning processes (e.g., organize, store, focus, vigilance, etc), perception of academic responsibility, and academic performance. Hundred seventy-nine girls multi-ethnic, mixed socioeconomic status families residing in the major metropolitan area in United States was studied in the parochial school that emphasized homework in curriculum with more than 3 hours daily assignment. Path analysis showed significant paths (the) of experiences of task to girls' self-efficacy for learning beliefs and perceptions of special responsibility for student academic performance, and (b) of these two academic beliefs girls' grade point average of notes at end of year. Implications of these findings for future research and school policy will be discussed.

Are Effects Of Homework On Special Education Students Positive Or Indifferent?

Introduction

THE current hot topic among educators and psychologists is impact of homework in operation of special school students (e.g., Cooper and Valentine, 2001 and Corno, 2000). Homework has been defined as "task assigned to students by teachers in special schools are intended to take place outside school hours" (Cooper, 1989, p. 7). Researchers have found that homework completion is associated with the greater understanding and retention of academic material. In the meta-analysis of studies of experimental versus control group (Cooper and Valentine, 2001), size of effect of homework on performance of students in special elementary school was d = 0.64, which is considered large. In addition, affect size of task in levels of student performance special "during elementary school increased linearly above threshold of one hour of homework. Therefore, academic benefits of homework increasingly evident as their role in expanding academic curriculum.

Several additional benefits of special students' task have been proposed, such as improved special development students as independent learners with study skills better, more positive academic attitudes and greater responsibility for learning (Cooper and Valentine, 2001) , but these hypotheses have received relatively little empirical support to date. However, results of special students, such as independence, study skills, academic and positive attitudes have been studied as elements of academic self-regulation, defined as thoughts self-generated, feelings, strategies and behaviors designed to achieve academic goals (Schunk & Zimmerman, 1998). This research focuses on role of experiences of duties of special students' self-regulation and the willingness to accept responsibility for their academic performance.

Homework grows in frequency and difficulty as students move from elementary school special to college, and teachers to take more self-regulation by special students with increasing grade levels (Cooper et al. 1998 and Zimmerman, 2002). issue of academic self-regulation has been studied in the variety of contexts, such as learning to learn classes, subject matter content courses, tutoring sessions and computer training experience (see chapters in books edited by Boekaerts et al. 2000, Pintrich, 1995, Schunk & Zimmerman, 1994, Schunk & Zimmerman, 1998, Winne and Stockley, 1998 and Zimmerman and Schunk, 2001), but ...