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- W2034349689 abstract "In discussions of possible remedies for educational deficits in Western industrialized countries, the issue of homework frequently attracts considerable attention, although there is still a lack of strong empirical support for the homework–achievement relation. In the present study, repeated-measurement data collected from 1976 German 7th-graders in 125 classes were analyzed to investigate the role of homework in enhancing mathematics achievement. Intelligence, SES, motivation, and type of secondary school were controlled. The frequency of homework assignments had a positive effect on math achievement gains, whereas lengthy homework assignments had a negative, albeit nonsignificant, effect on achievement gains. However, the effect of homework length interacted significantly with individual achievement level, suggesting that extensive homework assignments tended to reduce intraclass achievement variability. Monitoring of homework completion did not contribute significantly to achievement gains. Methodological implications for homework research are discussed." @default.
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- W2034349689 date "2002-01-01" @default.
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- W2034349689 title "Do Homework Assignments Enhance Achievement? A Multilevel Analysis in 7th-Grade Mathematics" @default.
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- W2034349689 doi "https://doi.org/10.1006/ceps.2001.1084" @default.
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