Relationship of mathematics homework to mathematics achievement among grade 8 students in Singapore

Abstract

This study, drawing on data from the Trends in International Mathematics and Science Study (TIMSS) 2007, examined the relationships of the frequency of mathematics homework and the amount of time spent on mathematics homework to student achievement in mathematics among Grade 8 students in Singapore. The authors also explored the relationships of students’ attitude toward mathematics, their self-confidence in learning mathematics, and the value they place on mathematics with the amount of time they spent on mathematics homework. Results of ordinary least squares (OLS) regression analyses revealed that the frequency of mathematics homework students were assigned each week and the amount of time they spent on it were significantly positively related to mathematics achievement, after accounting for gender, language spoken at home, and parents’ highest level of education. Moreover, students’ positive affect toward mathematics and the value they place on mathematics were also significantly positively associated with the amount of time students spent on mathematics homework, after controlling for gender, language spoken at home, and parents’ highest level of education. In contrast, students’ self-confidence in learning mathematics was significantly negatively associated with the amount of time students spent on mathematics homework. Implications of these findings are discussed for practice and pedagogy.