Measuring how to evaluate the impact of doing student’s homework using the distance e-learning process in the computer science course, and access its efficiency in developing academic achievement: قياس أثر كيفية تقييم أعمال الطلبة في تنفيذ الواجبات المنزلية خلال عملية التعلم عن بعد في مادة الحاسوب ومتابعة مدى فعاليتها في تطوير التحصيل الدراسي

This study aimed to investigate the efficiency of teaching students on distance learning platforms and its impact on academic achievement. Specifically, it tried to answer the following question: “How to evaluate the impact of doing student’s homework using the distance e-learning process in the computer science course, and access its efficiency in developing academic achievement?” The study was conducted by using experimental methodology. The study samples consisted of 30 students from the ninth grade, at King Abdullah-II School for Excellence in Ajloun, Jordan. The first half of the samples represents the experimental-group that studied using specific teaching strategies and the homework method used the Internet platform for implementation and follow-up. The second half represents the control-group who studied with the same strategies, but used the traditional homework method within the classroom environment and follow-up traditionally. The efficiency evaluation for teaching the two groups was by preparing an achievement test consisted of 25 multiple-choice items. The study showed the following results: The experimental-group students who studied using homework via the internet platform outperformed the control-group students who studied using traditional homework, with a constant factor of 0.97. In light of the result, the researcher recommended a number recommendations: the necessity of using homework via Internet platform, considering individual differences in achievement by distributing duties in terms of ease and difficulty, using a reasonable duties amount so it doesn’t burden students, coordination between teachers of other subjects when assigning students’ homework, and finally recommendations to study other variables such as parents' academic level and teachers strategies of preparing homework.

The Effect of Online Homework (IXL) on Students' Mathematics Achievement

We examined the potential different effectiveness of an online homework system (IXL) and the traditional paper-and-pencil homework. A study involving 98 participants was conducted in a middle school (grade 8). We compared the post-test results from the online homework group with the traditional homework group. Both homework assignment effect (class-level) and homework completion effect (student-level) proposed by Trautwein (2007) were investigated. No significant difference was found among the students who were assigned different types of homework (class-level). We conclude that IXL is as effective as the traditional homework on students' learning. Meanwhile, not surprisingly, we revealed that students who complete the homework outperformed the students who did not (student-level). We suggest that teachers give students an option to do online or traditional homework based on their preference, as long as they complete the homework.

Doing Homework - a Routine or a Fun Activity?

The article discusses the role of homework as one of the important components of assessing student achievement in the process of monitoring the quality of teaching and learning, because it is the quality of homework that provides important information about the individual progress of the student. Emphasis is placed on the importance of homework for the student to develop comprehension of learning materials and problem-solving skills independently.Based on the results of the research, the difficulties that accompany homework are analyzed. The role and responsibility of the teacher is defined to determine and take into account the optimal volume and complexity of homework, which is extremely important for achieving the main goals of learning and upbringing.The author focuses on the questions: What factors influence this process? What individual characteristics can students have? In what environment do they have to do their homework? How much volume and difficulty should homework be given so that the student does not lose interest and belief in their own strengths? Should a parent intervene in the homework process or not? Analysis of the data shows that only a small proportion of students have the opportunity to isolate themselves from family members during their studies. Most do not have a suitable work space to do their homework, study in a common room, with the TV on and talking to family members, or in the kitchen.The author believes that it is advisable to plan and implement interventions to help both students and parents. Finally, some examples of „non-traditional“ homework are suggested, as well as interventions to help parents.

Parent Attitudes Towards the Integration of Digital Learning Games as an Alternative to Traditional Homework

The COVID-19 pandemic caused children to distance learn at home, but with technical and pedagogic difficulties. Digital learning games offer effective tools for pedagogic difficulties, such as active and relevant learning. Using mixed-methods research, this study examined 1) parents' perceptions about digital learning games and 21st century skills and 2) parents' attitudes towards digital learning games instead of traditional homework. The findings are based on both qualitative (in-depth interviews) and quantitative (online survey) data. The results of the study revealed that parents do not object to replacing traditional homework with digital learning games. They saw digital learning games as relevant for their children's digital lives and acknowledged their potential to reduce arguments over homework. Therefore, digital learning games should be employed in school and as an alternative for traditional homework, both in routine and crisis, such as the COVID-19 pandemic.

The Pre-i2Flex Model as Applied in Upper Elementary

This chapter is about setting the stage in upper elementary for i2Flex. The two perspectives will be presented as they are implemented in the fourth and fifth grades. The first part of the chapter will be a showcase of different instructional strategies used in both grade levels while implementing the i2Flex model. In the second part, the authors share specific examples of their practices supporting their students with the foundational skills needed to transition smoothly into the i2Flex model, while meeting curriculum demands and the needs of the 21st century learner. Students at ACS Athens are introduced to Moodle® from the 4th grade and continue to effectively use this platform in 5th grade. It is used as an integrated system in creating personalized learning environments which aim to foster student engagement, to familiarize students with technology, to build research and typing skills, to learn foundational computer skills, and lastly, these personalized learning environments serve as alternatives to traditional homework and preparation for lessons.

Homework: At Home or at School?—Attitudes of Teachers, Parents and the General Public: A Case Study

The purpose of this study is to investigate the attitudes of three influential groups toward homework: parents, teachers and the public. Specifically, attitudes toward reducing and eliminating homework, as well as creating alternatives to conventional homework, are examined. The first hypothesis is that the attitude of teachers and parents toward homework is positive, whereas that of the public is negative, in line with the Israeli Ministry of Education that suggests changing homework policies. Another hypothesis is that there is a correlation between the seniority of teachers and their attitudes toward homework—the greater the seniority, the more negative the attitude. Finally, the effect of various background variables of teachers (class grade and subject area: sciences or humanities) and parents (age of parents, number of children in the family and child birth-order) on their attitudes toward homework is examined. The first research hypothesis was confirmed—most teachers and parents are supportive of homework, whereas the public is the least supportive. In addition, the public is the most supportive of changing homework policies, parents are less supportive, and teachers are the least supportive. No correlation was found between the seniority of teachers and their attitudes toward homework. Finally, background variables have no effect on attitudes toward homework. According to these findings, the public is not yet ready to completely forgo homework, which has been so widely used and accepted. The desire to change the traditional homework policy exists, but the concept that homework is essential remains.

Inside the Flip

In today's educational setting of state and federal mandates, teachers are looking for ways to increase student engagement and collaboration in their classrooms. New educational technologies have many teachers exploring the flipped classroom to meet those mandates. In flipped classrooms, educators flip direct instruction and traditional homework. Students might watch a video over a concept at home and then apply the concept to problems in class. For almost two decades, teachers have implemented and research has been conducted on the flipped model. Little of that research exists at grades 6-12, where the majority of teachers using it teach. This study looked inside the flipped classrooms of seven middle and high school teachers from subject areas including mathematics, science, Spanish, and social studies. Data for the study were collected through interviews, lesson plans and materials, as well as classroom observations in order to gain a full picture of the activities taking place inside of flipped classrooms. This study also looked at the teachers' motivations for using the model.

Can Between-Session Homework Be Delivered Digitally? A Pilot Randomized Clinical Trial of CBT for Adjustment Disorders

Adjustment disorder (AjD) is one of the most common disorders in clinical practice, and its symptoms are severe enough to cause great distress and functional impairment. The AjD CBT protocol specifically developed for this disorder has shown positive results when delivered face to face and through virtual reality. Despite existing evidence supporting the benefits of therapeutic homework as part of a psychological intervention, little is known about how to increase homework engagement in psychotherapy. This study examines the feasibility (doability, initial efficacy and acceptability) of a digital support system to deliver homework via the Internet in the treatment of AjD. Participants were randomly assigned to a traditional homework condition or a digital support system condition. Both interventions resulted in statistically significant improvements, with large effect sizes, in all the outcome measures at post-treatment, with no significant differences between groups. At 12-month follow-up, these therapeutic gains were maintained, and an improvement was even observed in both conditions, with no significant differences between groups. Additionally, treatment satisfaction predicted efficacy in both groups separately and when the whole group was considered. This is the first study to explore the feasibility an initial efficacy of delivering a therapeutic homework component for AjD through the Internet.