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TPC’s quês e porquês : uma rota de leitura do trabalho de casa, em língua inglesa, através do olhar de alunos do 2.º e 3.º ciclos do Ensino Básico

Silva, Rosa Maria Ferreira Mourão da
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Dissertação de Mestrado
Publicado em //2004 Português
Relevância na Pesquisa
27.976797%
Dissertação de mestrado em Formação Psicológica de Professores.; Apesar da sua forte e longa tradição escolar, o Trabalho de Casa, vulgo TPC, conceituada estratégia instrutiva, não é senta de discórdias. Credor de escolas de sucesso, o TPC, crê-se, pode guiar os alunos pelo caminho da mestria. A investigação aponta o tempo dedicado à realização do TPC corno intimamente relacionado com o rendimento académico dos alunos. Prescrito pelos professores na aula e supostamente realizado pelos alunos em casa, o TPC perpassa os muros da escola e infiltra a ambiência casa-família. A sua análise minuciosa descobre-o como um processo temporal, onde confluem uma imensa diversidade de factores que, em interacção, condicionam e determinam o seu produto e efeito finais. Perspectivado como ferramenta auto-regulatária privilegiada, o TPC urge ser encarado com seriedade por professores, alunos e pais. O desenho cuidado, a tipologia adequada, os objectivos diversificados, a frequência e a duração ajustadas e a verificação e feedback providenciados são aspectos não negligenciáveis no TPC, a par do apropriado envolvimento parental no apoio à autonomia e controlo dos aspectos volitivos e emocionais envolvidos durante a realização das tarefas nele incluídas. Procedemos à construção...

Etapas processuais do trabalho de casa e efeitos auto-regulatórios na aprendizagem do inglês : um estudo com diários de TPC no 2.º ciclo do ensino básico; Homework process phases and self-regulatory effects on learning english as foreign language (EFL) : a study based on elementary school students’ homework diaries

Silva, Rosa Maria Ferreira Mourão da
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 09/09/2009 Português
Relevância na Pesquisa
37.96045%
Tese de doutoramento em Educação (área de especialização de Psicologia da Educação); A presente dissertação centra-se no estudo do Trabalho de Casa (TPC), entendido com um processo temporal tripartido (Cooper, 2001), integrando três diferentes etapas - preparação/prescrição na escola, realização em casa, e controlo e feedback providenciado, de novo na escola. Ferramenta instrutiva universal e intemporal, influenciada por um largo espectro de factores e variáveis de ordem pessoal, comportamental e ambiental, afectos aos diferentes actores intervenientes no seu processo (professores, alunos e pais), o TPC transborda complexidades. Historicamente o TPC tem marcado presença na literatura internacional com estudos fortemente focalizados na avaliação dos seus efeitos através da variável tempo gasto no TPC e demasiado centrados na óptica de professores e pais, conhecendo-se muito pouco ainda das emoções e motivações experienciadas pelos alunos durante a realização do TPC, do impacto do completamento das tarefas prescritas na qualidade das suas aprendizagens e no seu aproveitamento académico. Com revigorada presença na literatura internacional em anos bem recentes, o TPC desvenda-se agora como estratégia educativa com assumido potencial de auto-regulador das aprendizagens. Respaldados na teoria sociocognitiva da aprendizagem auto-regulada e indicadores de modelos de TPC de forte matiz auto-regulatório (e.g....

Tareas para casa, autorregulación del aprendizaje y rendimiento en matemáticas

Rosário, Pedro; Mourão, Rosa; Baldaque, Margarida; Nunes, Tânia; Núñez Perez, José Carlos; González-Pienda, Júlio A.; Cerezo, Rebeca; Valle, Antonio
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Artigo de Revista Científica
Publicado em //2009 Português
Relevância na Pesquisa
27.72826%
Las tareas para casa es una estrategia instruccional de carácter universal. La literatura se ha centrado en el impacto del tiempo utilizado en las tareas en el rendimiento; no obstante investigaciones recientes sugieren la necesidad de estudiar otras variables de carácter más procesual. Centrados en el área de las matemáticas se analiza en alumnos portugueses de Primaria (10 y 11 años) el poder predictivo de variables motivacionales (ej., autoeficacia y autorregulación del aprendizaje) en el rendimiento escolar en esta asignatura. Posteriormente, se estudia el poder predictivo de variables de las tareas para casa (ej., esfuerzo, instrumentalidad percibida de las tareas) en las variables motivacionales mencionadas. Los datos indican que el rendimiento en matemáticas se explica por las variables motivacionales pero también que éstas son explicadas por variables de las tareas de casa, subrayando su importancia en la promoción del éxito escolar. Finalmente, se exponen y discuten las implicaciones educativas.; Homework is a well known teaching strategy in schools all over the world. Although most studies privilege time spent on homework as a measure to evaluate homework effects on achievement new literature approach perspectives suggest the need to study other variables involved in the homework process. Focusing on Math’s domain...

Trabalho de casa, auto–eficácia e rendimento em Matemática

Rosário, Pedro; Baldaque, Margarida; Mourão, Rosa; Núñez Perez, José Carlos; González-Pienda, Júlio A.; Valle, Antonio; Joly, Cristina
Fonte: Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) Publicador: Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)
Tipo: Artigo de Revista Científica
Publicado em //2008 Português
Relevância na Pesquisa
27.72826%
O Trabalho de Casa (TPC) é uma estratégia instrutiva amplamente utilizada na Escola de muitos países. O TPC é um processo complexo que é afectado por múltiplos factores de ordem cognitiva, motivacional, social e contextual. A investigação tem-se centrado no tempo despendido na realização das tarefas de TPC, no entanto os resultados de vários estudos e as críticas metodológicas sugerem a necessidade de direccionar a pesquisa para outras variáveis. O objectivo deste estudo é a análise do poder preditivo da auto-eficácia percebida na Matemática e de três dimensões menos exploradas na literatura do TPC (e.g., número de TPC prescritos, taxa de completamento, e correcção percebida do TPC) sobre o rendimento a matemática, em alunos portugueses do 5.º e 6.º ano de escolaridade (10 e 11 anos). Os resultados sugerem que o rendimento a matemática se encontra explicado, positiva e significativamente, pelas variáveis escolhidas. As conclusões sugerem a urgência de repensar o TPC como ferramenta educativa promotora do sucesso académico.; Homework is a well known teaching strategy in schools all over the world. Considered as a very complex process, homework is said to be affected by numerous factors, being these cognitive...

Tipos de feedback sobre las TPC y su relación con el rendimiento académico

Cunha, Jennifer Silva da
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Trabalho de Conclusão de Curso
Publicado em 04/10/2013 Português
Relevância na Pesquisa
27.84792%
Dissertação de mestrado integrado em Psicologia (área de especialização em Psicologia Escolar e da Educação); La literatura considera el feedback como una variable relevante en la explicación del rendimiento académico. No obstante, el feedback de las tareas para casa (TPC) ha sido escasamente estudiado. El presente estudio analiza el efecto de cinco tipos de feedback de TPC proporcionado por los profesores de inglés mediante el uso de un diseño de aleatorización por grupos (group randomized design). Participaron en la investigación treinta y cinco profesores de inglés de Educación Media seleccionados al azar a partir de una muestra intencional, los cuales también fueron asignados al azar a las diferentes condiciones de la variable feedback (i.e., Checking to know if homework was completed; answering specific questions about the homework; verbal correction on an entire homework). Durante seis semanas, una vez por semana, los profesores administraron feedback respecto a las TPC y, al final, los alumnos realizaron un examen de inglés. Los resultados obtenidos ponen de relieve que, amén de la importancia que de por sí tiene que el profesor informe a los estudiantes acerca del desempeño en sus TPC, es más importante aún la forma de hacerlo (i.e. tipos de feedback).; According to literature feedback is an important explanatory variable of academic achievement. Nevertheless...

The Relationship Between Homework Compliance and Therapy Outcomes: An Updated Meta-Analysis

Mausbach, Brent T.; Moore, Raeanne; Roesch, Scott; Cardenas, Veronica; Patterson, Thomas L.
Fonte: Springer US Publicador: Springer US
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
27.760737%
The current study was an updated meta-analysis of manuscripts since the year 2000 examining the effects of homework compliance on treatment outcome. A total of 23 studies encompassing 2,183 subjects were included. Results indicated a significant relationship between homework compliance and treatment outcome suggesting a small to medium effect (r = .26; 95% CI = .19–.33). Moderator analyses were conducted to determine the differential effect size of homework on treatment outcome by target symptoms (e.g., depression; anxiety), source of homework rating (e.g., client; therapist), timing of homework rating (e.g., retroactive vs. contemporaneous), and type of homework rating (e.g., Likert; total homeworks completed). Results indicated that effect sizes were robust across target symptoms, but differed by source of homework rating, timing of homework rating, and type of homework rating. Specifically, studies utilizing combined client and therapist ratings of compliance had significantly higher mean effect size relative to those using therapist only assessments and those using objective assessments. Further, studies that rated the percentage of homeworks completed had a significantly lower mean effect size compared to studies using Likert ratings...

Assessing Homework Problems in Children with ADHD: Validation of a Parent-Report Measure and Evaluation of Homework Performance Patterns

Langberg, Joshua M.; Arnold, L. Eugene; Flowers, Amanda M.; Altaye, Mekibib; Epstein, Jeff N.; Molina, Brooke S.G.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 01/03/2010 Português
Relevância na Pesquisa
27.787893%
The factor structure of a parent-report measure of child homework problems, the Homework Problems Checklist, was examined in a geographically and ethnically diverse sample of children with Attention-Deficit/Hyperactivity Disorder (ADHD). This measure was completed by the parents of 579 children ages 7.0-9.9 diagnosed with ADHD Combined Type as part of the Multimodal Treatment Study of Children with ADHD (MTA). Results replicated previous work showing two salient factors that measure homework completion behaviors (Factor I) and homework management behaviors (Factor II). This two-factor solution remained consistent when examined across child sex and ethnicity subgroups. Analysis of patterns revealed that homework problems are greater for children in higher grades and that children with ADHD and comorbid Learning Disabilities experience significantly more homework problems than children with ADHD alone. This study also replicated previous work showing that homework problems and ADHD inattentive symptoms are highly correlated whereas correlations between homework problems and hyperactivity and impulsivity are low to moderate. Implications of the findings for the assessment of homework problems in children with ADHD and for intervention are discussed.

The effects of self-monitoring on homework completion and accuracy rates of students with disabilities in an inclusive general education classroom

Falkenberg, Carol Ann
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
27.760737%
This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance. ^ Throughout baseline and all phases, participants followed typical classroom procedures, brought their homework to school each day and gave it to the general education teacher. During Phase I of the intervention, participants self-monitored with a daily sheet at home and on the computer at school in the morning using KidTools (Fitzgerald & Koury, 2003); a student friendly, self-monitoring program. They also participated in brief daily conferences to review their self-monitoring sheets with the investigator, their special education teacher. Phase II followed the same steps except conferencing was reduced to two days a week, which were randomly selected by the researcher and Phase III conferencing was one random day a week. Maintenance data were taken over a two-to-three week period subsequent to the end of the intervention. ^ Results of this study demonstrated self-monitoring substantially improved spelling and math homework completion and accuracy rates of students with disabilities in an inclusive...

The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom

Falkenberg, Carol Ann
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
37.787893%
This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance. Throughout baseline and all phases, participants followed typical classroom procedures, brought their homework to school each day and gave it to the general education teacher. During Phase I of the intervention, participants self-monitored with a daily sheet at home and on the computer at school in the morning using KidTools (Fitzgerald & Koury, 2003); a student friendly, self-monitoring program. They also participated in brief daily conferences to review their self-monitoring sheets with the investigator, their special education teacher. Phase II followed the same steps except conferencing was reduced to two days a week, which were randomly selected by the researcher and Phase III conferencing was one random day a week. Maintenance data were taken over a two-to-three week period subsequent to the end of the intervention. Results of this study demonstrated self-monitoring substantially improved spelling and math homework completion and accuracy rates of students with disabilities in an inclusive...

Elterliche Hausaufgabenhilfe unter dem Blickwinkel sozialer Disparitäten: Eine Untersuchung pädagogisch-psychologischer Prozesse; Parental Homework Involvement and Family Background: A Process Analysis

Dumont, Hanna
Fonte: Universidade de Tubinga Publicador: Universidade de Tubinga
Tipo: Dissertação
Português
Relevância na Pesquisa
37.955613%
Das Verstehen der Entstehung sozialer Disparitäten des Kompetenzerwerbs im deutschen Schulsystem ist sowohl für die empirische Bildungsforschung als auch für die Öffentlichkeit von zentraler Bedeutung. Diesbezüglich herrscht mittlerweile Einigkeit darüber, dass die im Elternhaus stattfindenden Prozesse und Mechanismen identifiziert werden müssen, die zu unterschiedlichen Kompetenzen und Lernvoraussetzungen von Kindern und Jugendlichen führen. Vor diesem Hintergrund geht die Arbeit der Frage nach, ob die Entstehung der sozialen Disparitäten im deutschen Schulsystem zu einem Teil auf Unterschiede in der elterlichen Hausaufgabenhilfe zwischen sozial privilegierten und benachteiligten Familien zurückgeführt werden kann. Diesbezüglich wurden drei Fragestellungen aufgestellt: (1) Gibt es einen Zusammenhang zwischen Merkmalen des sozialen Hintergrunds und elterlicher Hausaufgabenhilfe? (2) Gibt es einen Zusammenhang zwischen elterlicher Hausaufgabenhilfe und dem Schulerfolg von Kindern und Jugendlichen? (3) Fungiert die elterliche Hausaufgabenhilfe als Mediator zwischen sozialem Hintergrund und Schulerfolg von Kindern und Jugendlichen? Zur Untersuchung dieser Fragestellungen wurden vier Teilstudien, in denen Schülerinnen und Schüler der 5. bis 8. Jahrgangsstufe über die Qualität der Hausaufgabenhilfe ihrer Eltern befragt wurden...

Intervention Package to Increase Homework in Sixth Graders with Organizational Difficulties

Nardo, Abra Carroll
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
Português
Relevância na Pesquisa
37.876304%
Thesis (PhD) - Indiana University, Psychology, 2005; At the end of elementary school, students often find themselves unprepared for the more complex middle school environment. Students facing this daunting transition are at risk for school disengagement, yet at this grade level, they are still concerned about homework performance (Akos, 2002). Since 28% of average-achieving students have problems completing their homework (Polloway, Epstein, & Foley, 1992), the development of homework interventions while students are still motivated is crucial. Unfortunately, many interventions are written as handbooks without supporting empirical evidence and are not held up to the rigors of scientific testing. This study examined the effects of a homework intervention on sixth graders with organizational difficulties using a withdrawal of treatment (ABA) single-subject design. The intervention consisted of systematic daily adult support and prompting of student homework completion steps during school, including the use of a student homework planner to write down homework assignments. The study included a homework checklist to ensure all intervention steps were followed and as an important measure of treatment fidelity. Although the homework intervention presented here was effective for some students...

Can online activities improve attitude to homework and improve academic performance in science with fifth year students at second level

O'Dea, Michael
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/masterThesis; all_ul_research; ul_theses_dissertations
Português
Relevância na Pesquisa
37.760737%
non-peer-reviewed; The purpose of this investigation was to determine if online activities could improve attitude and academic achievement in Science with a group of students at secondary level education. The problems with homework are experienced by educators worldwide and with the use of online multimedia and technology, this investigation sought to determine if this could bring about a change. A group of sixteen students were involved in the investigation; these students were studying Physics to Leaving Certificate and were in fifth year. During the investigation four teachers were interviewed to get their views on homework and on this investigation. The students were required each night to complete homework and submit it using Moodle, a virtual learning environment. The lessons and homework questions were designed by the researcher. The research method used in this investigation was a case study and the research tools used consisted of pre and post questionnaires, teacher interviews, Moodle data, pre and post tests and an interview with a focus group which consisted of six students who also took part in the investigation. The data collected was both of a qualitative and quantitative nature. The investigation found that for the majority of students their attitude improved and also their academic performance with regard to homework. This suggests that students are very comfortable with technology and enjoy the different approach to completing and submitting homework. It also suggests that the traditional method of producing homework using pen and paper needs to be modified to motivate students in this area. A lot of schools at the moment are introducing mobile devices such as ipads and other tablets which contain ebooks instead of students carrying bags with heavy books. The obvious next step in this progression is to introduce online homework.

An investigation into students' usage of an online homework wiki, its effect on language improvement and its benefit as a learning and teaching support for undergraduate German

Martin, Danielle
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); all_ul_research; ul_theses_dissertations; none
Português
Relevância na Pesquisa
37.787893%
non-peer-reviewed; This investigation aimed to examine the effects of using an Online German Homework Wiki and other factors on undergraduate students’ language improvement at the Shannon College of Hotel Management (SCHM) in Ireland. The Online German Homework Wiki designed and implemented at SCHM in advance of this study. Students had the option of submitting homework online, where it was corrected by the lecturer using an elaborate coloured correction scheme, incorporating corrective feedback and comments of guidance and praise. The students and lecturer also had the ability to communicate online using comments. The Online German Homework Wiki also stored class handouts and class pages in which the lecturer documented all white-board work on vocabulary and discussion topics as they happened in class, thus contextualising vocabulary. Key to the learning process, however, was the feature of hyperlinking, which involved the teacher underlining errors and hyperlinking them to other pages explaining the grammatical or idiomatic aspect, thus contextualising grammar. The investigation involved developing testing methods to establish students’ language level in the pre-study and post-study phases. Questionnaires were devised to collect background information and feedback from students and also feedback from lecturers at SCHM and at other institutes. The investigation found that students’ engagement with the Online Homework Wiki was solely affected by students’ attendance...

Homework: How can it be 'Applied?'

Valiquette, Adelina
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
37.72826%
Homework provides an opportunity for practice and learning to occur outside the classroom, and research has consistently shown that it can have a positive influence on achievement. However, the preponderance of this research in high schools has been in higher-level Academic classrooms. The purpose of this study is to compare the perspectives of students and teachers with respect to homework, and student learning in Applied math classrooms in Ontario. It builds on recent research by Pang and Rogers (2013) who found that while homework completion was a strong predictor of achievement in Academic math classes, it was a weak predictor in Applied math classes. This result suggests that the current model of homework may not provide strong support for learning in Applied math classes. This study employed a multiple-method, non-experimental design. The sample consisted of 165 students and 21 teachers in Grade 9 and Grade 10 Applied math classes in Ontario. Students completed surveys, and teachers completed surveys and in-depth interviews. After the data were collected, students were separated into two groups (high achieving and not-high achieving) based on average EQAO math achievement in their schools. An exploratory factor analysis was used to determine the factor structure of the student survey. Independent sample t-tests were subsequently conducted to examine between group differences among students in high achieving vs. not-high achieving classrooms. Teachers’ perspectives were explored by conducting a thematic analysis of their qualitative interview and survey data. Matching items on the student and teacher surveys and interviews were compared to determine the alignment between students and teachers with respect to homework and student learning. Descriptive statistics were also used to gain overall pictures of the distributions of students and teachers who took part in the study. Significant differences were found between students in high achieving vs. not-high achieving classrooms with respect to the assignment and completion of homework. The analysis of teacher perspectives...

La réalisation des devoirs par les enfants québécois de la 6e année du primaire : variations de la participation parentale selon les caractéristiques familiales, personnelles et scolaires des enfants

Saidi, Aziz
Fonte: Université de Montréal Publicador: Université de Montréal
Tipo: Thèse ou Mémoire numérique / Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
27.787893%
Plusieurs recherches traitent de la thématique des devoirs et de son importance dans la scolarisation des enfants. En particulier, des études portent sur l’impact de la participation parentale dans l’aide aux devoirs sur le rendement scolaire des enfants. Cependant, les conclusions de ces études sont souvent contradictoires (Pattal, Cooper et Robinson, 2008). Compte tenu de la difficulté à démontrer l’existence d’une relation positive entre la participation parentale à la réalisation des devoirs à la maison et le rendement scolaire, il apparaît important de mieux comprendre le phénomène de la participation parentale. En ce sens, selon certains chercheurs, la variation de l’effet de la participation parentale sur le rendement scolaire serait due principalement à certaines caractéristiques familiales, personnelles et scolaires de l’enfant. Dans ce contexte, et pour une meilleure compréhension des facteurs associés à la participation parentale, notre étude examine la participation parentale à la réalisation des devoirs à la maison en tenant compte des caractéristiques familiales, personnelles et scolaires des enfants du primaire En premier lieu, la situation de la réalisation des devoirs à la maison est traitée et la participation parentale aux devoirs est analysée en fonction de sa fréquence...

The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design

Rosário, Pedro; Núñez, José C.; Vallejo, Guillermo; Cunha, Jennifer; Nunes, Tânia; Suárez, Natalia; Fuentes, Sonia; Moreira, Tânia
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 13/10/2015 Português
Relevância na Pesquisa
27.862988%
This study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design. Once a week, for 6 weeks, the EFL teachers used a particular type of homework follow-up practice they had previously been assigned to. At the end of the 6 weeks students completed an EFL exam as an outcome measure. The results showed that three types of homework follow-up practices (i.e., checking homework orally; checking homework on the board; and collecting and grading homework) had a positive impact on students' performance, thus highlighting the role of EFL teachers in the homework process. The effect of EFL teachers' homework follow-up practices on students' performance was affected by students' prior knowledge, but not by the number of homework follow-up sessions.

The Effect Of Online Cooperative Homework On Students' Academic Success

Gunduz, Semseddin; Namlu, Aysen
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 21/01/2014 Português
Relevância na Pesquisa
27.810933%
In this study, the effect of online cooperative learning homework practices on academic success of students is searched. The experience group of the research consists of 58 students from Anadolu University Education Faculty Education of Computer and Instruction Technology Section. Students in A section are taken to traditional method by neutral appointment; those in B section are taken to online homework practice method. In each class consisting of 29 people, it's decided that 14 students prepare their homework individually; the rest 15 students prepare their homework with cooperative as triple groups. It's students' own choice to prepare their homework individually or cooperatively. There has been a success scale at the end of the teaching period. According to research results, there isn't statistically considerable difference between students who attend traditional homework practices and online homework practices. According to research results, there isn't statistically considerable difference between students who attend individual homework practices and cooperative homework practices. The academic success of the students who attend online-based individual homework practices is higher than traditional individual and online based cooperative learning homework practices.; Comment: The International Conference on Soft Computing and Software Engineering (SCSE'13)

The benefits of completing homework for students with different aptitudes in an introductory physics course

Kontur, F. J.; Terry, N. B.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 09/05/2013 Português
Relevância na Pesquisa
27.760737%
We examine the relationship between homework completion and exam performance for students having different physics aptitudes for five different semesters of an introductory electricity and magnetism course. In our analysis, we plot exam scores versus homework completion scores and calculate the slopes of the line fits and the Pearson correlations. On average, completing many homework problems correlated to better exam scores only for students with high physics aptitude. Low aptitude physics students had a negative correlation between exam performance and completing homework; the more homework problems they did, the worse their performance was on exams. One explanation for this effect is that the assigned homework problems placed an excessive cognitive load on low aptitude students. As a result, no learning or even negative learning might have taken place when low aptitude students attempted to do assigned homework. Another explanation is based on the fact that the negative benefit effects first appeared when magnetism concepts were introduced. According to this explanation, low aptitude students had difficulty consolidating knowledge of magnetic fields with previously-learned knowledge of electric fields. A third possibility, that a high homework copying rate by low aptitude students impeded learning...

How different incentives affect homework completion in introductory physics courses

Kontur, F. J.; Terry, N. B.
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
27.810933%
This article quantitatively examines the effects that different incentives have on students' homework completion rates in introductory physics courses at the United States Air Force Academy. Our data suggest that no more than 10-15% of the total course points need to be allocated to homework to maximize completion of homework through a grade incentive. In addition, we find that there is a strong relationship between students' perception of the benefits of homework and homework completion rates. Students completed nearly 20% more homework when their average perception of homework increased by 0.5 points on a 4-point Likert scale. Finally, we find that giving students in-class quizzes taken directly from homework resulted in 15% greater homework completion than giving them in-class quizzes that were only conceptually related to homework. We believe that these quantitative findings, many of which agree with common-sense notions of physics educators, will significantly aid designers of introductory physics courses in making homework the most effective learning tool that it can be for their respective courses.; Comment: 8 pages, 2 figures, 1 table

Entre escolas e famílias: revelações dos deveres de casa; Entre escuelas y familias: revelaciones de las tareas en casa; Between schools and families: homework revealed

Resende, Tânia de Freitas
Fonte: Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto Publicador: Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 01/01/2008 Português
Relevância na Pesquisa
37.49357%
Neste estudo investigaram-se as práticas e concepções relativas ao dever de casa, em camadas populares e nas camadas médias, buscando desvelar aspectos do processo educacional referentes às relações família-escola e ao currículo escolar. Os participantes da pesquisa foram professores, alunos e pais de três turmas de 3ª série do ensino fundamental, de duas escolas privadas e uma pública. Realizaram-se observações em sala de aula, aplicou-se um questionário aos pais dos alunos e foram feitas entrevistas com os profissionais e com dez pais de cada escola. A análise dos dados revelou: (a) um consenso entre as famílias investigadas quanto à importância dos deveres de casa e de seu acompanhamento pelos pais do aluno; (b) as desigualdades de condições familiares para esse acompanhamento, bem como as desigualdades de ofertas educacionais das escolas. Tais resultados evidenciam a complexidade escondida nas práticas aparentemente banais ligadas aos deveres de casa.; Cuesto estudio investigo las prácticas y concepciones relativas al los deberes de casa, en camadas populares y en las clases medias, buscándose por medio de ellas, revelar aspectos del proceso educacional referente a las relaciones familia-escuela y al currículo escolar .Los participantes de la investigación fueron profesores...