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Homework Completion Program


File number :
PPEE-PC-07e

Bibliographic reference :
Cancio, E.J., West, R.P., & Young, K.R. (2004). Improving Mathematics Homework Completion and Accuracy of Students with EBD Through Self-Management and Parent Participation. Journal of Emotional and Behavioral Disorders, 12(1), 9-22.

Abstract :

Program Description
The program Homework Completion Program presented here was intended for students with learning difficulties and emotional and behavioural disorders. It was aimed at improving homework and school assignment completion, specifically mathematics homework. It was also aimed at improving accuracy in student assignments. To this end, parental involvement during students’ homework time and use of behaviour self-management strategies by students were encouraged. Positive reinforcement based on a point system at school and at home was used to help students become involved in their tasks.

Assessment
American researchers applied this program to a sample consisting of six first cycle high school male students, eleven to fifteen years old. These students were selected based on precise criteria, of which homework completion averaging below 60%, homework accuracy averaging below 60%, inadequate school supplies or none at all, and not enough time allowed to complete homework. These students also had to be previously identified as exhibiting emotional and behavioural disorders. From this sample, five students were integrated into regular classes and only one into a class adapted for students with learning disorders.

The parents of these students were also asked to participate in the study. They were required to provide their child with an environment conducive to homework and get involved by supervising their child while he performed his tasks. Each day during the entire course of this four-month experiment, each mathematics assignment was reviewed to assign a percentage of homework completion and a result. Some data was collected to identify possible problems related to homework such as messy assignments or procrastination.

Each day, the parents were required to complete a checklist which, once compared with that of the student, provided information on how the homework period proceeded. Teachers also used a similar checklist.

In addition, pre-test and post-test data was collected to assess the students’ educational level in mathematics. Finally, data on how the students and their parents rated the program was also collected. Quantitative analyses of pre-test and post-test average comparisons were conducted to assess the program effectiveness.

Description of Results
Results have shown that during this experiment, homework was completed 90% of the time and homework accuracy averaged 89%. The researchers have reported that the students gained the equivalent of one school year in mathematics within only four months. Analysis of the parents’ and teachers’ checklists has revealed improvement in the students’ behaviour during homework. Finally, the parents and students rated this program positively. It was also noted that the students behaved better in school with the self-management strategies they were taught during this experiment.

In conclusion, the problems initially encountered had abated. It should be noted that these results were obtained irrespective of the effect personal circumstances in the life of these subjects might have created.



Links :
This journal is also available in electronic format

Key Words :
Emotional Disorders, Behavioural Disorders, Learning Disorders, Behaviour Self-Management, Academic Performance, School Failure, Learning Difficulties, Homework, School-Family-Community Partnership, Positive Reinforcement, Mathematics, Secondary/High School

Monitored Countries :
United States