INCREASING HOMEWORK COMPLETION OF MIDDLE SCHOOL STUDENTS
BY USING PARENTAL INVOLVEMENT STRATEGIES
AND ESTABLISHING ROUTINES
Rebecca Haas, B.S.
Kimberly Reiley, B.S.
An Action Research Project Submitted to the Graduate Faculty of the
School of Education in Partial Fulfillment of the
Requirement for the Degree of Master of Arts in Teaching and Leadership
Saint Xavier University & Pearson Achievement Solutions, Inc.
Field-Based Master’s Program
Chicago, Illinois
May 2008
i
TABLE OF CONTENTS
ABSTRACT…………………………………………………………………………………....iii
CHAPTER 1: PROBLEM STATEMENT AND CONTEXT……………………………….....1
General Statement of the Problem………………………………………….………......1
Immediate Context of the Problem…………………………………………………......1
Local Context of the Problem………………………………………………………......5
National Context of the Problem……………………………………………………….7
CHAPTER 2: PROBLEM DOCUMENTATION………………………………………….......9
Evidence of the Problem………………………………………………………….…….9
Probable Causes……………………………………………………………………......30
CHAPTER 3: THE SOLUTION STRATEGY……………………………………………......34
Review of the Literature…………………………………………………………….....34
Project Objective and Processing Statements………………………………………….41
Project Action Plan…………………………………………………………………….41
Methods of Assessment……………………………………………………………......44
CHAPTER 4: PROJECT RESULTS………………………………………………………......45
Historical Description of the Intervention…………………………………………......45
Presentation and Analysis of Results…………………………………………….........50
Conclusions and Recommendations…………………………………………………..55
REFERENCES………………………………………………………………………………..57
APPENDICES…………………………………………………………………………….......61
Appendix A: Student Survey……………………………………………………….....61
Appendix B: Parent Survey……………………………………………………….......62
ii
Appendix C: Teacher Survey……………………………………………………….....63
Appendix D: Teacher Observation Checklist…………………………………………64
Appendix E: Sample of Gotcha……………………………………………………….65
Appendix F: Sample of Homework Planner…………………………………………..66
iii
ABSTRACT
The purpose of this action research project was to increase the homework completion rate of
middle school students through the use of interventions. The participants in this study came from
one public middle school. The participants were thirty-four 6
th
grade students in language arts,
respectively. The intervention took place from September 10, 2007 through November 20, 2007.
The targeted students at one public middle school in northwestern Illinois exhibited low levels of
homework completion. The teacher researchers surveyed teachers, parents, and students, in
addition to completing teacher observation checklists for each of the targeted students. The
teacher survey asked questions pertaining to students turning in homework, and receiving
consequences for not doing so. The parent survey revealed that students do not bring homework
assignments home but do ask for assistance when needed. The student survey indicated that
parents helped their child with their homework assignments less than half the time (zero to three
days a week). Also, students indicated that they fill out their planners most of the time (four to
five days a week). The teacher observation checklists showed that incomplete homework
assignments were a significant problem for the targeted students.
One of the interventions that was chosen to implement was positive reinforcement through the
Gotcha system. This intervention has been referred to as a way for students to receive positive
feedback, as well as a way to motivate students to increase their rate of homework completion.
Another intervention chosen to use included increasing parental involvement in the completion
of student homework through the use of daily homework planners. This intervention has been
used as a strategy that has led to increased parental involvement, and an increase in the
homework completion rate (Bryan & Burstein, 2004, Teacher). This intervention involved
students writing assignments in their homework planners daily and taking the planners home to
have them signed by their parents. By doing this students and parents were establishing a
homework completion routine.
The teacher researchers found that the use of Gotcha’s and student planners seemed to positively
effect the parent involvement rate. However, the percentage of incomplete assignments increased
by seven percent. The teacher researchers also found that fewer students asked their parents for
help with their homework. The teacher researchers believe that the use of planners helped
students to organize their homework, and made parents more aware of homework assignments.
1
CHAPTER 1
PROBLEM STATEMENT AND CONTEXT
General Statement of the Problem
The targeted students of the sixth grade language arts class and the sixth grade resource
class of Site A at a public middle school in northwestern Illinois, displayed low levels of
homework completion. Low homework completion was defined as students failing to turn in
completed assignments. This problem of low homework completion appeared to negatively
impact student achievement. This problem was documented through a teacher observation log, a
teacher survey, a parent survey, and a student survey.
Immediate Context of the Problem
This action research project was conducted by two teacher researchers in the same
community in rural northwest Illinois. The school was a middle school and all site information
was retrieved from the 2005 Illinois School Report Card.
The middle school had a student population of 775, representing five ethnic backgrounds.
Table 1 below reflects that the majority (90%) of the student body is Caucasian and Hispanic.
Table 1
Ethnic Backgrounds of Students by Percentage
Site
n
Caucasian
Hispanic
African
American
Asian
Pacific
Multiracial/
Ethnic
Native
American
School 775 71.2 19.4 1.9 0.5 7.0 0
District 3600 67.9 21.5 2.7 0.6 7.0 0.3
Of the 775 students, 40.8% are considered to be low-income, which is about the same as the
district percentage of 40.6. Low income is defined in the Illinois School Report Card (2005) as
“…students come from families receiving public aid; live in institutions for neglected or
2
delinquent children; are supported in foster homes with public funds; or are eligible to receive
free or reduced-price lunches” (p. 1). The population of students with Limited-English-
Proficiency at the middle school was 0.5%, which was a third of the district percentage of 1.7.
“Limited-English-proficient students are those students eligible for transitional bilingual
programs” (p. 1). The schools attendance rate was 95.1%.
The school district, which includes four elementary schools, one middle school, and one
high school, employs a total of 189 full-time equivalent teachers, 26.5% (n=50) are male and
73.5% (n=139) are female. Of the 189 full-time equivalent teachers in the district, 65.5%
(n=124) have bachelors degrees and 34.5% (n=65) have masters degrees or above. The average
years of experience a teacher has in the district is 16.6 years while the average salary for a
teacher is $53,133. Table 2 illustrates the limited diversity among faculty in this district.
Table 2
Ethnic Backgrounds of Teachers by Percentage
Site
n
Caucasian
Hispanic
African
American
Asian/
Pacific
Native
American
District 189 92.0 5.8 2.1 0.0 0.0
State 128,079 84.3 4.5 9.9 1.2 0.2
The average class size in the middle school was 23 students, with a student to teacher
ratio in the district of 22:3. The pupil-certified staff ratio in the district was 16:2. In the 2003-
2004 academic years, $4,739 was spent on instructional expenditures, and $7,416 on operating
expenditures, per pupil. Instructional expenditures as defined in the Illinois School Report Card
2005, “…includes the direct costs of teaching pupils of the interaction between teachers and
pupils. Operating expenditures per pupil includes the gross operating cost of a school district
excluding summer school, adult education, bond principal retired, and capital expenditures” (p.
3
3). These expenditures per pupil were much lower than the state averages of $5,216 and $8,716,
respectively.
According to the schools website (Site Website, 2006), approximately 225 instructional
minutes per week are dedicated to each of the required subjects: English, mathematics, science,
social studies, and physical welfare. In order to be considered for promotion to the next grade,
students must have successfully completed all required courses as determined by classroom
teachers. Parents were to be notified before the end of the 3rd quarter if their child is being
considered for retention or in need of our 90-hour summer remediation program. Successful
completion of this program, evidenced by growth in required skills, allowed for promotion to the
next grade.
The administrative structure and staff consists of the principal, assistant principal, dean of
students, two counselors, one school psychologist, one social worker, one speech pathologist,
one ESL instructor, one library specialist, one technology specialist, five music staff, four
PE/Health teachers, one literacy coach, six encore teachers, six classroom aides, one nurse, three
secretaries, one police liaison, and four custodians. Administration and staff are divided into
teams. The eighth grade team consists of two cores that include two language arts teachers, one
science, one math, and one social studies teacher (n=5). The seventh grade team consists of two
cores that include two language arts teachers, one science, one math, and one social studies
teacher (n=5). The sixth grade teams consist of three cores that include three language arts
teachers, one science, one math, and one social studies teacher (n=5). The special education
resource teachers consist of 4 sixth-grade, 2 seventh-grade, and 2 eighth-grade teachers.
Based on the teacher researchers’ experience, the school has a friendly atmosphere with
high standards for students and faculty. The administration allows faculty to collaborate on
4
projects and facilitate interdisciplinary units, which tie an entire academic team into a theme.
Also, the administration encourages teams to collaborate three times a week to discuss student
matters. Before and after school homework clubs are open with aides present to assist students.
After school tutoring is offered on Mondays, Tuesdays, and Thursdays. Also, after school
reading and math remediation programs are available. Athletic and musical programs involve a
great number of students. A “Big Brother Big Sister” program is available for all students.
The school is located near two side streets of the city and one crossing guard is stationed
at the dangerous intersection to keep students safe while crossing the streets. The school shares
its geographical location with one of its four elementary schools and the high school. The school
grounds encompass more than half of the available space; it is a large, brown, brick two-story
structure. The school is a split-level building with a total of two floors. The main level of the
building includes the main office, gymnasium, lunchroom, band room, seventh grade hall, and an
eighth grade hall. The upper level is reserved for mainly sixth grade with the library and
technology centers in the middle.
The information we believe is the most pertinent to our problem is the socioeconomic
status of our students. With 40.8% of our students being low-income we are curious if homework
completion is not valued as much in low-income homes. Cooper and Nye state that students from
poorer homes can have more difficulty completing assignments than their middle class
counterparts (1994). Poorer students are more likely to work after school, or may not have a
quiet, well lit place to do their assignments. It can be argued that, like school, homework is not
the great equalizer (1994).
5
Local Context of the Problem
This action research project was conducted in a rural northwest Illinois community that is
situated on the banks of the Rock River in one of the largest counties in the state. The total
population in 2000 for the community was 22,844, with males accounting for 48.5% and females
accounting for 51.5% of the population. The growth rate for 2000 was -3.8%. The median age
for residents in the community was 37.8 years (U.S. Census Bureau, Fact Sheet, American Fact
Finder, 2000). The median household income in the community was $40,816.00, and the median
family income was $48,588.00. The percentage of families below the poverty level was 6.4%.
The community is predominantly Caucasian 87.5%, Hispanic or Latino 7.7%, and 4.8% of
residents are of other ethnicities (U.S. Census Bureau, Fact Sheet, American Fact Finder, 2000).
The community has a substantial percentage of the population who have earned high school
degrees (81.1%) and a small percentage (14.3%) of the population have attained bachelor
degrees or higher (U.S. Census Bureau, Fact Sheet, American Fact Finder, 2000).
The average household size was 2.51 and the average family size was 3.02 (U.S. Census
Bureau, Fact Sheet, American Fact Finder, 2000). The community has 63.5% of the residents in
the labor force. The labor force had a 4.9% unemployment rate (2000).
The community is a strong blend of industry, commercial, and retail business and
residential areas. In fact, the community has become a regional retail hub. The community
industrial base has expanded as the city has filled two industrial parks and begins development of
a third and fourth. Retail sales for the region have expanded as the community has emerged as a
regional retail hub. The total crime index rate for 2004 is 2, 807.
In 1834, Hezekiah Brink built the first cabin in what was to become Harrisburg. Two
years later, William Kirkpatrick settled downstream in an area that became Chatham. In 1838,
6
the small towns of Harrisburg and Chatham combined to become the community in an effort to
attract the county seat. The name was bestowed to the new town in honor of Major James Site,
who distinguished himself in the area during the Blackhawk War in 1832. On February 16th,
1857 the community was incorporated as a city by state law (City of Site, website).
The community is within one of the best park districts in the state. The Park District
offers a variety of recreational opportunities in addition to the city parks. At Park A, which is
situated on an island in the Rock River, the park district operates a public pool and concessions
area. Users can also launch watercraft, use the pavilion, or fish on the island. At the Westwood
complex, residents can purchase memberships or day-passes for the indoor tennis courts, indoor
track, racquetball courts, gymnastics club, fitness gymnasium and more. At the District's Center,
users can play basketball on two full-length gym courts, or go swimming in the indoor pool. The
park district also runs a golf course on the east end of the City and a marina on the Rock River.
The marina offers concessions, fuel, and some watercraft rentals. This, in addition to a number of
parks spread around the area that offer ball diamonds, soccer and football fields, tennis courts,
playgrounds and picnic benches.
The community also operates a number of parks throughout the city. At the Civic Center,
one can find weekly concerts from the Municipal Band performing in the band shell. Lincoln and
Wallace parks are neighborhood parks offering several basketball courts, play areas and open
space for people to enjoy. Platt Park offers open space and a ball diamond in the middle of town,
while Dale Park offers a break and a place to sit in the shade downtown. The community is also
home to both a YMCA and a YWCA.
The site in which the research is being conducted is a middle school that the district’s
four elementary schools feed into. The district mission statement as found in the School
7
Improvement Plan is, “This district, in partnership with parents and community, will create a
caring environment in which all students learn. This partnership shall empower all students to
become responsible learners and decision makers as they prepare for the 21
st
century” (Site
Website, 2006). The district has one pre-elementary building, four elementary buildings, one
middle school, and one high school. The current tax base is $4.55 per $100.00, and the district is
currently planning a tax referendum in the near future. The technology allows each classroom at
least one computer. The site has three computer labs, each with 25 or more computers that are
available to classes and students throughout the day. The district averages one computer for
every four students (Site website, 2006).
With 40.8% of our students being low income, we are wondering if this demographic
relates to the lack of homework completion in our classrooms. This wondering conveys to mind
that today’s world brings the fact that most homes are two-parent-working homes (Cordry &
Wilson, 2004). Thus, homework is a source of stress for many families (Bryan & Burstein, 2004,
Teacher). Therefore, we are questioning if our perceptions of low income and two-parent-
working homes contribute to lack of homework completion.
National Context of the Problem
Several researchers have documented that students experience difficulties in completing
their homework (Salend & Gajria, 1995). It is stated that students lose interest in homework in
30 minutes. Students with disabilities say that homework is dull, boring, and a waste of time
(Bryan & Burstein, 2004, Teacher). Some student barriers that interfere with homework include
understanding assignments, accurately recording them, remembering to take materials home,
setting aside time to work, organizing necessary materials, following through and completing
work, putting the work in a safe place, and then remembering to take it back to school (Bryan,
8
Brustein, & Bryan, 2001). However, in later grades, when a child has multiple teachers,
homework can really add up (Galvin, 2004).
9
CHAPTER 2
PROBLEM DOCUMENTATION
Evidence of the Problem
The purpose of this research was to increase the homework completion rate of middle
school students by having them fill out homework planners correctly, having planners signed by
a parent, and completing daily homework logs. The participants in this study come from one
public middle school. The participants were thirty-four 6
th
grade students. Student, parent, and
teacher surveys were distributed to document the current levels of homework completion. In
addition, the teacher researchers completed daily homework logs for a period of two weeks prior
to the implementation of the interventions. The pre-documentation period had a duration of two
weeks from August 27, 2007 through September 7, 2007, and included tasks such as
photocopying and collecting consent and assent forms from participants; making photocopies of
parent, student, and teacher surveys; distributing and collecting each of the previously mentioned
surveys; completing daily homework logs; and analyzing the collected surveys.
Student Survey
The student survey contains a series of questions designed to generate student feedback
on the current rate of homework completion, and how easily students were able to get assistance
with their homework at home. The survey was administered to 34 students in sixth grade the
week of August, 27, 2007 in the teacher researchers’ respective classrooms. This survey included
five questions all consisting of likert scales. The students completed this survey by August 31,
2007 100% (n=34). This survey was administered only once by the teacher researchers at the
given school (Appendix A).
10
In Figure 1 of the student survey, the bar graph represents that 100% (n=34) of students
reported that they turn in their homework four to five times a week.
0
5
10
15
20
25
30
543210
Days Per Week
Frequency
Figure 1: Students turn in their homework (n=34)
11
In Figure 2 of the student survey, the bar graph represents that 6% (n=2) of the students
reported that they do not fill out their homework planner zero to three times a week.
0
5
10
15
20
25
30
543210
Days Per Week
Frequency
Figure 2: Students fill out their homework planner (n=34)
12
In Figure 3 of the student survey, the bar graph represents that 53% (n=18) of the
students reported that they receive homework help from their parents zero to three times a week.
0
2
4
6
8
10
12
14
543210
Days Per Week
Frequency
Figure 3: Parents help students with their homework (n=34)
13
In Figure 4 of the student survey, the bar graph represents that 24% (n=8) of the students
reported that they do not understand the purpose of the assignment zero to three days on an
average week.
0
5
10
15
20
25
543210
Days Per Week
Frequency
Figure 4: Do students understand the purpose of the assignment (n=34)
14
In Figure 5 of the student survey, the bar graph represents that 26% (n=9) of the students
reported that they do not have a quiet place for homework completion zero to three times a week.
0
5
10
15
20
25
543210
Days Per Week
Frequency
Figure 5: Days students use a quiet place for homework completion (n=34)
Summary
The student surveys indicate that 100% (n=34) of students turn in their homework four to
five days during an average week (Figure 1). Students did not have a quiet place for homework
completion 26% (n=9) zero to three times a week (Figure 5), but parents/guardians were not
available to help with homework 53% (n=18) zero to three days a week (Figure 3).
15
Parent Survey
The parent survey was designed to generate parent feedback on their current homework
practices within the home such as, parental availability and requests made by their child for
homework help. Parents who completed and returned the consent/assent forms were asked to
complete the parent survey (Appendix B). Surveys were distributed to parents of thirty-four 6
th
graders in the teacher researchers’ reading/language arts classes the week of August 27, 2007.
The percent rate of return was 100%. The parent survey included five questions all consisting of
likert scales. The parents responded to the first two questions by circling 0 days, 1 day, 2 days, 3
days, 4 days or 5 days. Parents responded to questions 3, 4 and 5 by circling never, sometimes,
often or always.
In Figure 6 of the parent survey, the bar graph represents that 97% (n=33) of parents
reported that they ask their child if they have homework four to five times a week.
0
5
10
15
20
25
30
543210
Days Per Week
Frequency
Figure 6: Parents ask their child if they have homework (n=34)
16
In Figure 7 of the parent survey, the bar graph represents that 41% (n=14) of parents
reported that their child brings homework home zero to three times a week.
0
2
4
6
8
10
12
14
543210
Days Per Week
Frequency
Figure 7: Child brings homework home (n=34)
17
In Figure 8 of the parent survey, the pie chart represents that 59% (n=20) of parents
reported that their child sometimes or never asks them for help with their homework.
Often/Alw ays
41%
Sometimes /Nev er
59%
Figure 8: Child asks for help with homework (n=34)
18
In Figure 9 of the parent survey, the pie chart represents that 6% (n=2) of parents
reported the homework is always or often too difficult for them to help their child.
Always/Often
6%
Sometimes/Nev er
94%
Figure 9: Homework too difficult for parents (n=34)
19
In Figure 10 of the parent survey, the pie chart represents that 6% (n=2) of parents
reported that they sometimes or never provide a quiet place for their child to do their homework.
Always/Often
94%
Sometimes/
Never
6%
Figure 10: Provide a quiet place for homework completion (n=32)
Summary
The parent surveys indicate that 97% (n=33) of parents reported that they ask their child
if they have homework four to five times a week (Figure 6). However, 41% (n=14) of parents
reported that their child brings homework home zero to three times a week (Figure 7). Also, only
59% (n=20) of parents reported that their child sometimes or never asks them for help with their
homework (Figure 8). On a positive note, only 6% (n=2) of parents reported the homework is
always or often too difficult for them to help their child (Figure 9), and 6% (n=2) of parents
reported that they sometimes or never provide a quiet place for their child to do their homework
(Figure 10).
20
Teacher Survey
The teacher survey is a tool that the teacher researchers used to determine how teachers
feel about homework completion. This survey was administered to fifteen 6
th
grade teachers at
the site. These teachers received this survey and had one week to complete it. Of the teachers
surveyed, 38% (n=6) returned their completed surveys. The teacher surveys were given and
completed on August 31, 2007. The survey included five likert scale questions, along with a
place for additional comments. Each of the five questions included four choices: frequently,
often, rarely, and never. The teacher researchers collapsed the results of this survey into an
affirmative (frequently and often) and a negative (rarely and never) reaction. The teachers were
asked to circle the response that most described their classroom homework practices over the last
academic year (Appendix C).
Of the teachers surveyed, 100% (n=6) of the teachers reported that students frequently or
often turn in their homework.
21
In Figure 11 of the teacher survey, the pie chart represents that 100% (n=6) of the
teachers reported that students frequently or often turn in their homework on time.
Frequently/Often
100%
Figure 11: Students turn in their homework on time (n=6)
22
In Figure 12 of the teacher survey, the pie chart represents that 83% (n=5) of the teachers
reported that students frequently or often have consequences for not turning in complete
assignments.
Frequently/Often
83%
Rarely/Never
17%
Figure 12: Students have consequences for not turning in complete assignments (n=6)
23
In Figure 13 of the teacher survey, the pie chart represents that 50% (n=3) of the teachers
reported that students had time allocated to do their homework in class.
Frequently/Often
50%
Rarely/Never
50%
Figure 13: Students had time allocated to do their homework in class (n=6)
24
In Figure 14 of the teacher survey, the pie chart represents that 50% (n=3) of the teachers
reported that students are offered incentives for completing their work on time.
Frequently/Often
50%
Rarely/Never
50%
Figure 14: Students are offered incentives for completing work on time (n=6)
25
In Figure 15 of the teacher survey, the pie chart represents that 100% (n=6) of the
teachers reported that students are given expectations for homework assignments.
Frequently/Often
100%
Figure 15: Students are given expectations for homework assignments (n=6)
Summary
According to Figure 11 of the teacher survey, 100% (n=6) of teachers reported that
students turn in their homework assignments on time. However, according to Figure 14 of the
teacher survey, only 50% of teachers (n=3) offer incentives for completing work on time.
Additionally, according to Figure 13 of the teacher survey, only 50% (n=3) have time allocated
for students to do homework in class.
26
Teacher Observation Checklist
Teacher Observation Checklists were completed each day from August 27, 2007 through
September 7, 2007 to record the number of students who completed homework, had their
planners filled out correctly and had their planners signed by a parent/guardian (Appendix D).
The teacher researchers collected data each day from 34 students. The teacher researchers
compiled their data from the teacher observation checklists at the end of the two week period.
Figure 16 shows the data collected from August 27, 2007 through September 7, 2007
regarding completed and incomplete homework. The pie chart represents that 99% (n=33) of the
students completed their homework everyday.
Incomplete
1%
Complete
99%
Figure 16: Homework Completed (n=34)
27
In Figure 17 of the teacher observation checklist, the pie chart represents that 88% (n=30)
of the students had their planner filled out correctly everyday.
Correctly
88%
Incorrectly
12%
Figure 17: Planner Filled Out Correctly (n=34)
28
In Figure 18 of the teacher observation checklist, the pie chart represents that 79% (n=27)
of the students had a parent signature in their planner everyday.
Signed
79%
Not Signed
21%
Figure 18: Planner Signed (n=34)
Summary
According to Figure 16 of the teacher observation checklist, 99% (n=33) of the students
completed their homework everyday. Additionally, 88% (n=30) of the students had their planner
filled out correctly everyday (Figure 17) and only 79% (n=27) of the students had a parent
signature in their planner everyday (Figure 18).
29
Reflection
We, as teacher researchers, found the data collected to be interesting and helpful in
establishing our routines and procedures in the classroom. Regarding the student responses we
feel the students were not completely honest. All of the students reported that they turn in their
homework four to five times a week (Figure 1). The results were more positive than what we
seen in the classroom and in their planners. Obviously, several students view themselves in a
more positive way when it comes to these problem areas. We were a bit disheartened to see that
53% of the students surveyed said they receive homework help from parents three days or less a
week (Figure 3).
Regarding the parent surveys, we were really pleased with the 100% return rate. We also
feel that the parents were honest and forthcoming with their answers and comments. We were
very pleased that almost all of the parents ask their child if they have homework every night
(Figure 6). We found it to be rather interesting that 59% of the parents reported that their child
sometimes or never asks for help with homework (Figure 8). We hope we do not see a decline in
homework completion considering over half of the parents are not helping with homework.
Of the 15 teacher surveys that were handed out, only 6 were returned. Therefore we were
not very happy with the return rate. However, we were pleased to see that 100% of the teachers
report that students frequently or often turn in homework on time (Figure 11). Also, we were
shocked that 50% of the teachers allocate time in class for homework (Figure 13). Overall, we
found the teachers responses to be in line with our experiences and practices as sixth grade
teachers.
30
During data collection, it came to our attention that several students did not know how to
fill out their planner correctly. Therefore the 12% of students not filling out their planner
correctly came to no surprise (Figure 17).
It will be interesting for us, as teacher researchers to see how our interventions/strategies
impact the outcome of our post documentation data. We hope our interventions will motivate our
students to fill out their planners correctly, involve their parents, and complete their homework.
Probable Causes
Teachers and adults comment that homework facilitates learning to work independently,
teaches responsibility and preparation for the future (Coutts, 2004). Beliefs about the value of
homework and concerns over the quantity assigned have fluctuated (Bempechat, 2004). The
meaning of homework and the purpose it fulfills is seen differently by students, parents and
teachers (Coutts, 2004). There is a growing concern among parents, students and teachers about
the usefulness of homework, especially large amounts of it in the elementary grades (Truscott,
1998). Lack of homework completion may be due in part to parental problems (Bryan &
Burstein, 2004, Teacher). Improving parent involvement is one of the most challenging tasks
facing educators today (Vandegrift & Greene, 1992). More often than not, parents lack the
training to offer sustained involvement with their child’s homework (Cooper & Nye, 1994).
Another factor influencing parental involvement in homework is parents’ personal beliefs about
the causes of school achievement and their ability to help their child (Hoover-Dempsey &
Sandler, 1995, 1997, as cited in Bryan T., Burstein, & Bryan J., 2001). Most parents spend more
time watching television than talking about school with their children (Clevenson, 1999),
therefore parents need to establish a routine for their child and monitor progress to aid in
homework completion (Xu & Corno, 2003).
31
Other problems with homework completion include children not having a designated spot
to do homework, lack of supervision, homework is too difficult or too long, and they
procrastinate (Bryan & Burstein, 2004, Teacher). Today’s world brings to the table the fact that
most homes are two-parent-working homes (Cordry & Wilson, 2004). Children are
overscheduled with too many extracurricular activities, causing stress and exhaustion (Dolin,
2005). Thus, parents are having stressful evenings and homework battles more and more (2005).
Parents are using trial and error, bribery, threats, reasoning and anything they hope will work to
get homework done (How, 2007).
The lack of homework completion can be due to work getting harder and harder and
some students may have a more difficult time than others completing assignments, doing them
correctly, or simply staying interested (Galvin, 2004). Increasing homework assignments and
raising standards are likely to make it more difficult for these students to succeed in general
education classrooms (Bryan T., Burstein, & Bryan J., 2001). Most students leave school with a
poor understanding of mathematics that they cannot adequately perform the vast majority of
jobs; much less consider doing their homework (O’Melia & Rosenberg, 1994). For many
students, mistakes, confusion, and academic struggle become a common aspect of learning
(Bempechat, 2004). The mere mention of homework can be enough to prompt a child not to
comply; with an anxious child the mention of homework may elicit anxiety (Hudson & Kendall,
2002). In a survey conducted by Sawyer, Nelson, Jayanthi, Bursuck and Epstein, (1999),
students consider teachers to be a part of the problem by making homework more difficult by: (a)
using inconsistent language, (b) explaining homework too quickly or not at all, (c) do not answer
questions, (d) do not specify when homework is due, and (e) give several assignments at once (as
cited in Bryan, et al., 2001).
32
Other causes of homework completion difficulties for all students are lack of motivation,
poor attitudes (Cooper, Lindsay, Nye, & Greathouse, 1998), and/or cultural differences in
homework style (Hong, Milgram, & Perkins, 1995 as cited in Bryan and Burstein, 2004,
Improving). Several students believe that homework is not important and reported they often
forgot what was assigned, forgot to bring home materials, misunderstood assignments,
procrastinated, and failed to follow a schedule and offered many excuses (Gajira & Salend,
1995). Many students do not take homework seriously and tend to forget about it (Heitzmann,
1998).
Several researchers have documented that students with mild disabilities experience more
difficulties in completing their homework than their nondisabled peers (Epstein et el., 1993;
Heller et al., 1988; Polloway, Foley, & Epstein, 1992; Salend & Schliff, 1989 as cited in Salend
& Gajria, 1995). Characteristics of students with LD interfere with every step of homework
including understanding assignments, accurately recording them, remembering to take materials
home, setting aside time to work, organizing necessary materials, following through and
completing the work, putting it in a safe place, and then remembering to take it back to school
(Bryan et al., 1995; Epstein et al., 1993 as cited in Bryan, et al., 2001). Although characterized
and identified most commonly by their apparent social and emotional problems, students with
behavior disorders (BD) may also be described as evidencing academic performance deficits as
well (Epstein, 1995). Many students with emotional behavior disorders (EBD) have difficulty
staying academically engaged and completing tasks (Cancio, West, & Young, 2004). For those
students who are integrated into the general education environment, this concern is magnified
(2004). Also, most adolescents with attention deficit hyperactive disorder (ADHD) have
33
difficulties with homework completion because of their short attention spans, restlessness, and
impulsivity (Robin, 2000).
Homework completion, time on homework, and parental involvement inform and affect
the teacher’s role in the homework process (Epstein & Van Voorhis, 2001). Few studies have
focused on the teacher’s role in the homework process (2001). Teachers need to justify
homework assignments and skills taught (Heitzmann, 1998). Garner states that schools tend to
lack schoolwide homework expectations, teachers tend to give busy work, teachers assume that
kids have the skills to do the work themselves, and teachers need to coordinate assignments with
each other (1991). Some argue that teachers lack training in the proper use of homework and the
construction of good assignments (Cooper & Nye, 1994).
Homework completion can also be due to the problem in home-school communication.
Many families commented that they receive little information about school and what’s going on
at school (Clevenson, 1999). These problems can be summarized into concerns surrounding
initiation, timeliness, consistency, follow through, lack of clarity and usefulness of
communication, and a lack of teacher knowledge of students’ needs (Munk, Bursuck, Epstein,
Jayanthi, Nelson, and Polloway, 2001). Munk also states that causes of communication problems
include the lack of convenient opportunities to communicate, differing attitudes of parents and
teachers toward homework, and teachers’ scant knowledge regarding student strengths and needs
(2001).
34
CHAPTER 3
THE SOLUTION STRATEGY
Review of the Literature
There are many solutions that can assist middle school students to improve homework
completion. Under the guidance of adults who challenge their intellectual growth, homework
provides students with the training they need to develop achievement beliefs and behaviors
(Bempechat, 2004). Additionally, establishing a routine for homework can increase the
probability of total compliance (Heitzmann, 1998) and improve the home-school connection
(Truscott, 1998).
In middle school, greater commitment to school homework has a positive effect on
changes in self-esteem (Hoge, Smit & Hanson, 1990). Academic self-concept has been
significantly correlated with achievement with overall grade performance and with school
withdrawal regarding homework (House, 2000). To increase self esteem, secondary teachers
should design homework that more effectively encourages and enables low-ability students take
the time they need to complete their work (Epstein & Van Voorhis, 2001). Children need to
know that their teachers and parents believe in their ability to acquire knowledge and master new
skills (Bempechat, 2004). Overall, a student’s self-esteem tends to dominate with the largest
impact on changes in academic self-esteem – which leads to homework completion or
incompletion (Hoge, et al., 1990).
Positive teacher reinforcement, parent participation, parent training, and self-management
play a major role on homework completion (Callahan, Rademacher & Hildreth, 1998). Providing
adult positive role models who challenge intellectual growth, homework provides students with
the training they need to develop adaptive achievement beliefs and behaviors (Bempechat, 2004).
35
When parents and teachers participate and help with homework, the depth and quality of learning
increases (Hatch, 1998). By adults providing greater motivation, accountability, sense of
purpose, and confidence, these factors alone could contribute to increase student achievement
with homework completion (Hatch, 1998). In general, the appropriate monitoring of homework
assignments by teachers and parents is very critical (Cooper & Nye, 1994).
Teachers have been given recommendations to help increase homework completion.
Small class sizes could be used to increase homework completion. Studies show that small
classes are more productive due to learning environment and one-on-one teacher time (Murdoch
& Guy, 2002). Additionally, effective group performance with smaller class sizes is effective in
all aspects of education, not just homework completion (Murdoch & Guy, 2002).
Teachers should provide a wide variety of assignments and provide positive feedback to
students about their homework assignments (Trammel & Schloss, 1994). Teachers must target
assignments to students’ needs, learning styles, and abilities (Heitzmann, 1998). Homework
should be given on varying abilities and skill achievement levels (O’Melia & Rosenberg, 1994).
Also, it is recommended that teachers use a wide variety of assignments of various lengths
(Heitzmann, 1998). Teachers need to remember to provide clear and quick feedback for all
homework assignments (Heitzmann, 1998).
It is noted that students take homework seriously if quiz problems are taken directly from
the homework (Miller, 1996). By quizzing on randomly selected homework problems, it
motivates students to do a thorough job on 100% of their homework (Miller, 1996). If teachers
created a homework quiz policy, students would control their own learning and are held
accountable for their ability to work each problem (Miller, 1996). Also, providing random
quizzes from homework can facilitate retention, the first step toward transferring knowledge
36
from knows to situations (Miller, 1996). By and large, indirectly quizzing over homework
improved study habits, removes incentives to cheat, and simplifies the grading of student work
(Miller, 1996).
Next, teachers need to be trained and have good policies set in place. Flexible scheduling
time should be allowed for teachers to discuss homework strategies, accommodations, and
modifications (Munk, et al., 2001). When teachers follow good policies, homework can be an
effective and a valuable teaching tool (Salend & Schliff, 1989). Helping teachers construct good
policies can be provided in training in the use of homework, assignment construction, and
strategies (Cooper & Nye, 1994). One good policy to follow for teachers is to never assign work
that would overwhelm and last hours into the night. Homework that would take all night to
complete might cause increased feelings of inadequacy in students (How, 2007). Also, teachers
could allow sufficient time in class for completing assignments (Heitzmann, 1998).
Parental involvement appears to be part of the solution in improving students’ homework
completion. Schools need to foster parental involvement and create classroom and school
environments that improve and promote children’s adjustment and engagement (Simmons-
Morton & Crump, 2003). Parents must remain involved in the lives of their early adolescent
children, given the complexity of modern life (Simmons-Morton & Crump, 2003). When parents
are proactive with school work, the student’s behavior and social adjustment improve drastically
(Cordry & Wilson, 2004). Overall, parent involvement is critical in homework completion to
provide a conducive environment and periodic rewards for assignment completion (Cooper &
Nye, 1994).
Clear communication between student, parent, and teacher is essential to show the
benefits of homework completion (Coutts, 2004). Teachers need to keep the communication
37
open-ended though phone calls, e-mail, or a homework hotline (Munk, et al., 2001). Educators
should start out by sharing their homework policy with parents at the beginning of the school
year (Heitzmann, 1998). Then, daily communication and feedback that inherently takes place
between home and school is most widely used or requested service by parents (Callahan,
Rademacher & Hildreth, 1998). Therefore, it is important to ensure clear home/school
communication with parents via e-mail, phone, or letters (Warger, 2001).
Parent training and school programs can provide parents with the knowledge to help their
children with homework completion. Teachers can give parents clear delineate responsibilities
at the beginning of the year in a meeting and set shared goals and share expectations (Munk, et
al., 2001). Parents need to be trained to be supportive homework coaches in what to do and what
to look for (Olympia & Sheridan, 2004). By offering parent training programs for parents, it
teaches techniques and strategies to use at home to help with success (Cooper & Nye, 1994).
School programs can teach parents the essentials for setting up and following through with a
simple reward system at home (Miller & Kelley, 1994). These school programs have been highly
successful in getting parents involved (Finn, 1998). Workshops can offer tips for parents on how
to be a homework coach. These workshops can show parents how to create a homework reward
system, negotiate a homework contract, go through a daily homework planner, check for
homework completion, deliver earned rewards, and eventually fade the reward system (Miller &
Kelley, 1994).
Parents can improve homework completion thought parental encouragement. Parents can
be instrumental in encouraging and motivating their children to complete homework (Olympia &
Sheridan, 2004). Active parental encouragement improves student morale, attitudes, and
academic achievements, thus, by taking on an active role, parents reduce their child’s risk of
38
failure academically and reduce the chances of dropping out before graduation (Cordry &
Wilson, 2004). Parents must consider a time to discuss school matters with their child every
night (Finn, 1998). Parents need to collaborate with their teenagers to develop an effective
homework structure, which needs to remain in place through middle school and all of high
school (Robin, 2000). Parents must be instrumental in monitoring, assisting, and reinforcing the
homework process (Salend & Schliff, 1989).
There are many strategies that can help improve homework completion. Simple
modifications to the classroom can help improve homework completion. Teachers should
always begin with simple tasks, using positive reinforcement for each completed homework task
(Hudson & Kendall, 2002). Teachers need to explain so that students have a clear understanding
of their homework assignment (Salend & Schliff, 1989). Students with behavior disorders need
to be reminded because they tend to procrastinate (Bryan & Burstein, 2004, Teacher).
Homework accommodations can be made by providing one-on-one assistance, adjusting
evaluation standards, providing learning tools like notes, and providing a specialist to monitor
students’ work at the beginning of the day (Warger, 2001). Teachers can modify by
individualizing homework assignments for students (Salend & Schliff, 1989). Also, allow
frequent breaks, especially when students seem to be overwhelmed with the homework
assignment (Dolin, 2005). Moreover, teachers can help by modifying how much homework is
given each day in class (Salend & Schliff, 1989).
Peer assistance and tutoring can also aide in homework completion. After school sessions
and peer tutoring have proven to be successful in homework completion (Bursuck, Harniss,
Epstein, Polloway, Jayanthi, & Wissinger, 1999). The study centers open after school provides
the social context, as well as the physical environment that is so important for learning (Coutts,
39
2004). Also, using peer-assisted strategies such as peer tutoring, peer checking, and cooperative
homework groups helped with homework completion (Gajria & Salend, 1995).
A strategy that helped increase homework completion consisted of giving students real
life assignments (Bryan & Burstein, 2004, Improving). Real life assignments that connected to
students’ world and communities were proven helpful in homework completion (Bryan &
Burstein, 2004, Improving). All teachers should strive to design high quality homework that has
real life application to that students who complete their assignments will, in fact, benefit from
their efforts (Epstein & Van Voorhis, 2001). There needs to be consistency between the planned
purpose of homework, its real life application, and the type of task assigned (Coutts, 2004).
Teachers can help out by providing a specific objective for all homework assignments (Salend &
Schliff, 1989).
Teaching self-monitoring, independence, and organization skills can improve homework
completion. Homework contract intervention uses goal setting, a written contract, and rewards to
boost student homework completion and provide independence (Miller & Kelley, 1994). To help
with organizational skills, students must be taught to prioritize assignments, beginning with the
most difficult and save the easiest for last (Dolin, 2005). Also, teaching students the ability to
plan and manage activities within a time frame will help with their organization (Stormont-
Spurgin, 1997).
Students can also improve homework completion through the use of lists, routines, and
reminders. Using a constant routine, student pacing, and lists will help plan ahead for future
projects and assignments (Stormont-Spurgin, 1997). Also, positive reinforcement contracts,
routines and lists, assignment folders and daily planners, and collaboration could help students’
combat organizational problems and lead to a better rate of homework completion (Stormont-
40
Spurgin, 1997). Teachers must set up a homework routine at the beginning of the year and make
parents aware of the homework policies (Warger, 2001). Writing down the routines and lists on
the boards will help remind students of their work (Stormont-Spurgin, 1997). Additionally,
establishing a routine for written homework can increase the probability of total compliance
(Heitzmann, 1998).
All students can benefit from homework planners, which will improve organizational
skills (Bryan & Sullivan-Burstein, 1998). It is recommended that a student use their homework
calendar/planner everyday and every hour (Warger, 2001). Teachers should not just hand out a
planner, but give instruction on how to use it will boost homework completion (Bryan &
Burstein, 2004, Teacher). Additionally, teachers should review assignment notebooks and make
sure assignments are prioritized (Robin, 2000). Next, the homework planner should be checked
daily for a signature to verify that the parent is aware of the homework assigned (Galvin, 2004).
Furthermore, planners are a wonderful communication tool between school and home (Bryan &
Burstein, 2004, Teacher). It is not a surprise the daily assignment book is the most highly rated
strategy (Bursuck, et al., 1999).
The above strategies work for some students and teachers, while others it does not help.
The strategies used can vary from year to year and student to student. According to the many
studies, parental involvement seems to be important in helping students increase their homework
completion rate. Even though some parents may not be able to assist their child with homework,
they can still be involved in establishing routines and organization (Xu & Corno, 2003). With
parents more vigorously involved and other strategies implemented, teachers should notice an
improvement in their students’ homework completion rate.
41
Project Objective and Processing Statements
As a result of using the daily homework planner and awarding daily homework
completion points to the students, during the period of September 9, 2007 through November 20,
2007, the students of the teacher researchers were to increase homework completion. The teacher
researchers developed a daily routine for the completion of daily homework by the use of
planners, which designs a system for communication with parents. Additionally, teacher
researchers recorded daily in the teacher observation log whether or not assignments were
completed by the students. To implement these interventions, teachers passed out and modeled
how to use the homework planner. Also, teachers modeled how daily homework points added to
students’ grades will increase the overall grade by 10%.
Project Action Plan
The entire action research project was implemented for 15 weeks; however the two
teacher researchers needed an extra week in the beginning to copy surveys. The plan shows what
tasks were completed one week at a time.
Pre-Week 1 August 20-August 24, 2007
• Run copies of parental, teacher, and student surveys
• Run copies of parent consent and student consent
• Pass out student planners
Pre-documentation
Week 1
August 27-August 31, 2007
• Distribute teacher survey
• Distribute student survey
• Distribute parent survey
42
Week 2 September 4-September 7, 2007
• Collect & analyze teacher survey
• Collect & analyze student survey
• Collect & analyze parental survey
• Explain homework participation points
• Model homework expectations for student planners
Intervention
Week 3 September 10-September 14, 2007
• Students complete homework planners daily
• Parents verify and sign homework planners daily
• Teachers check homework planners daily
• Teachers record in observation logs for completion points
Week 4 September 17-September 21, 2007
• Students complete homework planners daily
• Parents verify and sign homework planners daily
• Teachers check homework planners daily
• Teachers record in observation logs for completion points
Week 5 September 24-September 28, 2007
• Students complete homework planners daily
• Parents verify and sign homework planners daily
• Teachers check homework planners daily
• Teachers record in observation logs for completion points
Week 6
October 1-October 5, 2007
• Students complete homework planners daily
• Parents verify and sign homework planners daily
• Teachers check homework planners daily
• Teachers record in observation logs for completion points
Week 7
October 8-October 12, 2007
• Students complete homework planners daily
• Parents verify and sign homework planners daily
• Teachers check homework planners daily
• Teachers record in observation logs for completion points
43
Week 8 October 15-October 19, 2007
• Students complete homework planners daily
• Parents verify and sign homework planners daily
• Teachers check homework planners daily
• Teachers record in observation logs for completion points
Week 9 October 22-October 26, 2007
• Students complete homework planners daily
• Parents verify and sign homework planners daily
• Teachers check homework planners daily
• Teachers record in observation logs for completion points
Week 10 October 29-November 2, 2007
• Students complete homework planners daily
• Parents verify and sign homework planners daily
• Teachers check homework planners daily
• Teachers record in observation logs for completion points
Week 11 November 5-November 9, 2007
• Students complete homework planners daily
• Parents verify and sign homework planners daily
• Teachers check homework planners daily
• Teachers record in observation logs for completion points
Week 12 November 12-November 16, 2007
• Students complete homework planners daily
• Parents verify and sign homework planners daily
• Teachers check homework planners daily
• Teachers record in observation logs for completion points
Week 13 November 19-November 20, 2007
• Students complete homework planners daily
• Parents verify and sign homework planners daily
• Teachers check homework planners daily
• Teachers record in observation logs for completion points
44
Post-documentation
Week 15 November 26-November 29, 2007
• Teachers complete observation log
• Distribute student survey
Week 15 November 28-December 2, 2007
• Collect and analyze student survey
• Analyze teacher observation log
Methods of Assessment
During the post-documentation period, the student survey was given to generate student
responses regarding changes in homework tendencies. Their responses were compared to the
pre-data to determine any changes that may be attributed to the last 11 weeks of intervention
strategies. The survey was given to, and completed by, the 34 students after Thanksgiving break
the week of November 26, 2007. The surveys were completed anonymously.
The homework observation log was used during the post-documentation period to assess
changes in the rate of homework completion. The post-documentation period took place from
November 26, 2007 through December 7, 2007. The homework observation log was used during
the post-documentation to see if an improvement has taken place after the intervention has been
implemented. The log was used to observe student homework completion rate and see if
improvement has taken place from before the intervention to the post-documentation period. The
pre-documentation took place from August 27, 2007 through September 7, 2007.
45
CHAPTER 4
PROJECT RESULTS
The purpose of this research was to increase the homework completion rate of middle
school students through the use of interventions. The participants in this study came from one
public middle school. The participants (n=34) were 6
th
grade students in language arts class,
respectively. The intervention took place from September 10, 2007 through November 20, 2007.
Student, parent, and teacher surveys documented the current levels of homework completion. In
addition, the teacher researchers completed daily observation checklists for a period of two
weeks prior to the implementation of the interventions. The pre-documentation period had a
duration of two weeks, August 27, 2007 through September 7, 2007, and included tasks such as
photocopying and collecting consent and assent forms from participants; making photocopies of
parent, student, and teacher surveys; distributing and collecting each of the previously mentioned
surveys; completing daily homework logs; and analyzing the collected surveys.
Historical Description of the Intervention
Prior to Week 1, we photocopied the parent consent form and student consent form, and
made copies of the parent, student and teacher surveys. We also handed out the student planners
to our students.
During Week 1, we sent home the parental consent letter and the student assent letter.
We had all but two students agree to participate in our study. Upon return of these items we sent
home the parent survey and distributed the student survey in our classrooms. We had all but one
returned the following day. We also distributed the teacher survey to all sixth grade teachers.
This was also the first week that we completed our teacher observation checklists. Positives we
found were that collecting data easily became a part of our morning routines. We both found
46
that most of our parents were interested in our research and were willing and excited to
participate. Also, we noticed that most of our students were establishing a routine with their
parents by getting their planners signed. We felt that research went really well this week.
However, a minus was that we had one angry parent who sent back a letter refusing to participate
or to allow their child to participate. Also, a couple of students weren’t very consistent and didn’t
seem to care too much. Teacher researcher A was interested to see what the intervention does
for the students that are slacking or inconsistent. Teacher researcher B thought it was interesting
that all of her students filled out their planners correctly every day and that all of the parents
signed their child’s planner. We thought this was very impressive.
During Week 2, we collected and analyzed the teacher, parent and student surveys. We
also took data every morning, reminded students to fill out their planners then completed and
analyzed the daily teacher observation checklists. As part of our intervention we explained and
modeled how to use the student homework planners and expectations. Positives we found were
that most students were filling out their planners and doing all of their homework. Negatives
were we had very few teacher surveys returned. Also, we asked around to find out what other
teachers do for planners and organization in their classrooms. We found it interesting that some
teachers don’t emphasize using the planners. Also, some students in other sixth grade
classrooms didn’t even know how to fill out their planners or how to use them. We were really
bothered by the fact that some teachers are not taking the time to teach students how to use their
planners. As first year students in a middle school they need to be taught routines and how to
establish them so they become habits. By doing this we feel the rest of their education experience
should be a little easier for them if they are organized.
47
During Week 3, we introduced our intervention and students filled out planners and
completed their homework daily and parents verified this with a signature. In addition, we
checked homework planners daily and awarded those students with a Gotcha and candy. We also
explained the parent handout and sent that home to parents. Positives we had were that the first
week went really well for both of us. Students were coming into class and opening their planners
before asked to. Another positive is that Teacher researcher B had all of her students and parents
participating this week. A negative is that Teacher researcher A had a difficult time getting all of
her students and parents to consistently participate. We both thought it was interesting to see
how excited our students were about the intervention.
During Weeks 4-13, students filled out their planners and completed their homework
daily. Parents verified this daily with a signature at the bottom. We checked homework planners
daily and awarded those students with a Gotcha and candy. We found these intervention weeks
were almost exactly the same as the third week. A positive was that Teacher researcher B had all
of her students participating. A negative was that Teacher researcher A had several students that
were inconsistent with this and didn’t care.
During Week 14 and 15, which was our post-documentation, we again completed our
teacher observation checklists. We also distributed the student survey for students to complete
again. Students were a little upset that they no longer were getting a reward for filling out their
planners, completing homework and getting a signature. Positives were that most students were
filling out their planners and completing homework. However, a negative we found was that
some students were not getting a parent signature.
Patterns we noticed were that the students who had their planner filled out correctly every
night and had a parent signature were doing better with homework completion than others. We
48
really liked the communication this opened up with the parents. Also, when we received quarter
grades we could see that students who were participating on a daily basis had better grades than
those students who did not. We didn’t see any shifts or changes during our intervention.
However, during post-documentation teacher researcher A had several students who failed to get
a parent signature. Students were still filling out their planners and getting their homework done,
but they were not getting a signature anymore since there was no reward. We found this to be
rather interesting and could see that this was an extrinsic reward for most and that our sixth
graders are not mature enough to realize the intrinsic reward for themselves.
Looking back, this was a lot easier to implement and manage than we originally thought.
We both really enjoyed this project and easily made it a part of our daily routines. What was
difficult was that Teacher researcher A only saw her students for first period. This made it very
difficult to keep in touch with them throughout the day and at the end of the day. What went very
well was that Teacher researcher B saw her students for three periods in the morning and one
period at the end of the day. Therefore, she touched base with her class more often and could
remind them of assignments and to fill out their planners at the end of the day.
One of the interventions that we chose to implement was positive reinforcement through
the Gotcha system. This intervention has been referred to as a way for students to receive
positive feedback, as well as a way to motivate students to increase their rate of homework
completion. Teachers should provide a wide variety of assignments and provide lots of positive
feedback to students about their homework assignments (Trammel & Schloss, 1994). We found
that as our intervention progressed, we naturally provided more incentives for our students so
that they would be more motivated to complete their homework. Because of this, we found that
49
we used more planning time aimed toward the intervention. Please see Appendix E to view
samples of the Gotcha system.
Another intervention we chose to use included increasing parental involvement in the
completion of student homework through the use of daily homework planners. This intervention
has been used as a strategy that has led to increased parental involvement, and an increase in the
homework completion rate. All students can benefit from homework planners, which will
improve organizational skills (Bryan & Sullivan-Burstein, 1998). It is recommended that a
student use their homework calendar/planner everyday and every hour (Warger, 2001). During
the implementation of this strategy, students took on more responsibility for their own homework
completion, with added supervision from parents. We informed parents of the possible
consequences, such as detentions, for the students who had difficulties getting their planners
signed each night. Please see Appendix F to view samples of the homework planner.
During the implementation of the project, I found that homework completion improved in
my language arts class. As the implementation progressed, I started using this system across all
subject areas naturally. I found it easier than expected, as did my students, to correctly fill out,
use, and check their homework planner each night. Students loved receiving a Gotcha slip each
day for having their homework planner signed. Additionally, the planners and Gotchas created
much more dialogue between the students and myself and the parents and myself about
homework completion practices. I appreciated the increased attention that was placed on
homework assignments by students and parents because of the interventions used. Overall,
homework planners and Gotchas were effective in my classroom. Students, as well as parents,
were diligent in signing and filling out the planner each day.
50
As a result of implementing this project and interventions in my classroom, I have
learned a lot about myself and my students. First of all, this project helped me realize that a lot of
students do not automatically know what to do with their student planners and that they need to
be taught how to use them. My organizational skills improved along with the students. Teaching
them how to be organized and establish a routine forced me to be organized and follow the same
routine everyday. I felt by modeling this, the students were able to relate to or understand the
process a little better. I believe I have changed for the better as a result of this project. I am more
consistent in my daily routines and expectations. Also, I have had better communication with
parents as a result of establishing routines and staying consistent with them. I truly care about my
students and their success and I feel this project helped me see and implement one more thing
that would help my students be as successful as they can.
Presentation and Analysis of Results
The overall reason the teacher researchers did this project was to increase the homework
completion rate of middle school students by using selected interventions. The participants in
this study came from one public middle school. The participants (n=34) were 6
th
grade students
in language arts class, respectively. Student, parent, and teacher surveys were given to document
the current levels of homework completion. In addition, the teacher researchers completed daily
observation checklists for a period of two weeks prior to the implementation of the interventions.
The duration period of the post-documentation was two weeks, November 26, 2007
through December 2, 2007, and included tasks such as photocopying student surveys;
distributing and collecting the previously mentioned survey; completing daily teacher
observation checklists; and analyzing the collected surveys. In the documentation phase, the
interventions were practiced for a period of 11 weeks. The interventions included the use of daily
51
homework planners and Gotchas. The teacher researchers completed daily checklists for each
student, and distributed, collected, and analyzed student surveys during the post-documentation
period.
Student Survey
The student survey was a series of questions designed to generate student feedback on the
current homework practices; such as understanding the purpose of the assignment and requests
made by the child to his or her parent for homework help. This survey was given twice and
administered by the teacher researchers. Students who completed and returned the consent/assent
forms were asked to complete the student survey. Student surveys were distributed on August 27,
2007 and November 26, 2007.
52
During the post-documentation observations, researchers noted that students turned in
their homework assignments on time (n=34; 100%) regularly. In Figure 19 below, the bar graph
shows that during the post-documentation period 97% (n=33) of the students reported that they
filled out their planner daily, 74% (n=25) of the students had parent help/participation in
homework, 91% (n=31) of the students understood the purpose of their assignment, and 88%
(n=30) of the students had a quiet place to complete their homework each night. The summary
of these findings can be found in Figure 19 below.
0
5
10
15
20
25
30
35
Frequency
Turn in
homew ork
Fill out
planner daily
Parents help
w ith homew ork
Understand
purpose of
homew ork
Quiet place
for homew ork
Student Homework Survey
Pr e
Pos t
Figure 19: Student Survey (n=340)
As summarized in Figure 19 above, researchers observed pre- to post documentation
those students increased turning their assignments in by a 0% (n=34) increase. The data revealed
a 15% increase (n= 33) in filling out the homework planner, a 27% increase (n=25) in parent
help/participation, a 15% increase (n=31) in students understanding the purpose of an
assignment, and a 15% (n=30) increase in students using a quiet place for homework completion.
53
Teacher Observation Checklist
Teacher observation checklists were completed each day during the pre-documentation
period from August 27, 2007 through September 7, 2007, as well as during the post-
documentation period from November 26, 2007 through December 2, 2007. Teacher observation
checklists were used to record complete assignments, if the student planner was filled out
correctly and if the planner was signed by a parent (Appendix B). The teacher researchers
collected data each day from 34 sixth grade students. The teacher researchers compiled their data
from the checklists at the end of the two week periods.
Figure 20 shows the data collected from pre-documentation and post-documentation
periods regarding completed and incomplete homework.
Incomplete
1%
Complete
99%
Incomplete
8%
Complete
92%
Figure 20: Homework Completed (n=34)
According to figure 20 above, the pie chart to the right represents that 92% (n=31) of the
students completed their homework everyday. The pie chart to the right shows that the teacher
researchers observed the number of students completing their homework everyday decreased by
7% in the post-documentation period.
54
Figure 21 shows the data collected from pre-documentation and post-documentation
periods regarding students filling out their planners correctly.
Correctly
88%
Incorrectly
12%
Correctly
88%
Incorrectly
12%
Figure 21: Planner Filled Out Correctly (n=34)
As shown in figure 21 above, the pie chart to the right represents that 88% (n=30) of the
students had their planners filled out correctly everyday, as does the chart to the right. The pie
chart to the right shows the researchers observed that the number of students filling out their
planners correctly everyday remained the same in the post-documentation period.
55
Figure 22 shows the data collected from pre-documentation and post-documentation
periods regarding students having a parent signature.
Signed
79%
Not Signed
21%
Signed
73%
Not Signed
27%
Figure 22: Planner Signed (n=34)
As summarized in Figure 22 above, the pie chart to the right represents that 73% (n=26)
of the students had a parent signature in their planners. The pie chart to the right shows that the
researchers observed the number of students having a parent signature decreased by 6% in the
post-documentation period.
Conclusions and Recommendations
Overall, we found that the use of student planners, Gotchas and establishing routines
seemed to positively affect the homework completion rate and was very successful with our
students. We believe that the use of planners helped students to organize their homework. We
believe that parents were more aware of homework assignments because the planners were being
signed daily. This created more involvement by the parents/guardians and a greater focus for
homework completion on the students’ part.
Students reported that they began to fill out their homework planners before the end of
each class instead of waiting till the end of the day. We think that this can be attributed to an
improvement in organizational skills caused by the consistency of a 9
th
hour planner check,
Gotcha reward system, and required parent signature of the planner. Because of these
56
interventions, students were more aware of homework assignments and used both class time and
time at home more wisely.
We also found that more students asked their parents for help with their homework.
Increased parent participation, better organization, and seeking nightly signatures may be reasons
for the increase of students asking their parents for help or to check over their homework.
Students also appeared to be more on-task during the star strategies period at the end of the
school day by constantly referring to their planner as a guide to complete work.
We will continue to use homework planners in our classrooms for all students. We feel
that Gotchas do not have as much value as the homework planners. The homework planners
directly involve parents, and this keeps the parents involved and monitoring their child’s
homework completion. Gotchas did not give the parents any information like the planners, but
did serve as a positive reinforcement to students for following classroom rules and expectations.
If we were to do this project again, we would consider using this intervention with all of
our classes. We found it difficult to just require one class to have the planners filled out correctly
and signed by a parent. Towards the end of the research, we were implementing this strategy
with all our classes. Also, we would think about giving students’ participation points for just
completing a homework assignment, on top of the actual work grade. This would be an extra
incentive, besides receiving a Gotcha, to complete one’s homework on time. We felt these
interventions were very successful and highly recommend using these interventions in other
classrooms to increase homework completion.
57
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APPENDICES
61
Appendix A
Student Survey
Directions: Circle one of the numbers that best describes how you have felt about homework
within the last year.
Never Sometimes Often Always
1. How often do you complete
and turn in your homework? 1 2 3 4
2. How often do you keep track of
homework? 1 2 3 4
3. How often do your parents or guardians
help you with your homework? 1 2 3 4
4. How often do you understand the
purpose of the assignment? 1 2 3 4
5. How often do you use a set time
and place for homework completion? 1 2 3 4
62
Appendix B
Parent Survey
Directions: For numbers 1 through 5, circle the number that best describes how you have felt
within the past year regarding your child’s homework.
Never Sometimes Often Always
1. How often do you ask your child if they
have homework? 1 2 3 4
2. How often does your child bring
homework home? 1 2 3 4
3. How often does your child ask for
your help with their homework? 1 2 3 4
4. How often is the homework too
difficult for you to help your child? 1 2 3 4
5. How often do you provide a set time and
place for your child to do homework? 1 2 3 4
63
Appendix C
Teacher Survey
The following survey is being given to determine homework completion amongst 6
th
grade
students. Please circle only one of the choices as they have occurred in your classroom within
the 2006/2007 school year. After you complete the survey please return to either Becky Haas or
Kim Reiley’s mailboxes. Thank you in advance for your time.
1. Students turn in their homework on time
Frequently Often Rarely Never
2. Students have consequences for not completing or turning in incomplete assignments
Frequently Often Rarely Never
3. Students have time to do their homework in class
Frequently Often Rarely Never
4. Students are offered incentives for completing work on time
Frequently Often Rarely Never
5. Students are allowed to re-do work for a higher grade
Frequently Often Rarely Never
Additional comments:
64
Appendix D
Teacher Observation Log
Homework Completion/Assignment Notebook Log
Day:
Student Homework
Completed
Planner Filled Out
Correctly
Planner Signed
Yes No Yes No Yes No
Yes No Yes No Yes No
Yes No Yes No Yes No
Yes No Yes No Yes No
Yes No Yes No Yes No
Yes No Yes No Yes No
Yes No Yes No Yes No
Yes No Yes No Yes No
Yes No Yes No Yes No
Yes No Yes No Yes No
Yes No Yes No Yes No
Yes No Yes No Yes No
Yes No Yes No Yes No
Yes No Yes No Yes No
65
Appendix E
Sample of Gotcha
66
Appendix F
Homework Planner
