The impact of homework on raising mathematics‭ ‬achievement

Yousef Methkal Abd Algani

Since the mid-1950s, students have been required to do homework. Literature research shows the importance of homework to teachers, parents, and students on one hand, and on the other hand, it exposes the emotional, social, and family problems caused by large, unintentional quantity of homework, difficult tasks, a lack explanation from the teacher. One of the main goals of education systems across OECD countries is developing independent learners who are able to direct themselves. This issue was expressed mainly in doing homework preparation. Doing homework independently is a skill required of the student throughout his or her years of studying. This study aims at exposing and examining the effect of using Graded Cognitive Based Assignments on Mathematics Performance of Arab Middle School Students in the North of Israel. To examine the effect of using Graded Cognitive Based Assignments on Mathematics Performance of Arab Middle School Students in the North of Israel, the researchers used the experimental approach with both pre- and post- semi-experimental design. The sample consist 180 students, that were randomly selected, and were divided into two groups: experimental group and control group.

The experimental group use Graded Cognitive Based Assignments reflecting the taxonomy of Bloom in each lesson, addressed and administered by the specifically trained PISGA math teachers.

Initial findings indicate that this suitable intervention program can help to change this trend and improve the level of knowledge among the pupils, the level of understanding, and the usages of mathematical knowledge learnt by the pupils.

The contribution of such a program for the improvement of academic achievements and the expansion of mathematical knowledge is more prominent for pupils at a higher age level at which the erosion in homework preparation is more significant.