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5 methods teachers use to improve student performance

5 Types of Homework Follow-Up Practices Exemplified with Quotations from Teachers.


Type 1
Checking homework completion:

“(in class) I just check and note down whether students did their homework. This is the only type of homework feedback I can provide...I wish had time for more”


Type 2
Answering questions about homework:

“(in class) I just ask students if they did or did not understand their homework tasks. If any, I just answer questions about homework because I want to start the class as soon as possible. You know, I need to teach them all the contents in the course program and...”


Type 3
Checking homework orally:

“I usually check homework orally. By answering questions about homework tasks I have the opportunity to explain and suggest strategies to improve learning”


Type 4
Checking homework on the board:

“I always check homework on the board because I want to see if students understood the contents and my explanations,”


Type 5
Collecting and grading homework:

“I collect students’ notebooks because I learned that my students do better when I comment up on and grade their homework assignments...”



Homework follow-up Type 5 works the best in improving school performance followed by Type 4 then Type 3. Type 1 slightly better than Type 2 but still at about the same level brought in the least amount of improvement. Performance improvement scores were as follows; Type 1 = 3.14, Type 2 = 3.11, Type 3 = 3.44, Type 4 = 3.88, and Type 5 = 4.03.

Homework follow-up types 1 and 2 did not yield differences in school performance. One possible explanation might be that neither of these types of homework follow-up provides specific information about the mistakes made by students; information which could help them improve their learning

For Homework follow-up types 3, 4, and 5, data indicate that there were no statistically significant differences among these three types of homework follow-up. Under each of these three conditions homework contents were checked by the teacher. In these three types of homework follow-up, students experienced opportunities to analyze teachers’ explanations and to check their mistakes, which may help explain favored and showed improvement in school performance. Students believe that having their reports graded is a “clearer and more honest” type of feedback. Students see graded homework more worthwhile when compared to other types of homework follow-up practices (e.g., answering questions about homework). If students do well they can also get praise from their parents.


Reference:
Rosario, P., Nunez, J., Vallejo, G., Cunha, J., Nunes, T., Suarez, N, Fuentes, S., & Moreira, T. (2015). The effects of teachers’ homework follow-up practices on students’ EFL performance: a randomized-group design. Frontiers in Psychology, 6, 1-11.

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