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    题名: Homework and learning achievements: How much homework is enough?
    作者: 秦夢群
    Chin, Joseph Meng Chun
    Lin, Hsin-Chih;Chen, Chun-Wei
    贡献者: 教育系
    关键词: Homework time;homework frequency;learning achievements;multiple imputation;plausible values
    日期: 2020-07
    上传时间: 2022-07-07 11:19:09 (UTC+8)
    摘要: The purpose of this study was to examine the relationships among homework time, homework frequency, and learning achievements of Taiwanese students. Applying a 2-level hierarchical linear modeling on the TIMSS 2007 and 2011 data, our findings were as follows: (1) Within the context of TIMSS 2007 and 2011 students, the frequency of mathematics homework positively predicted mathematics learning achievements; (2) Within the context of TIMSS 2007 students, the amount of time spent doing mathematics homework positively predicted mathematics learning achievements. (3) Among TIMSS 2011 students, homework time in mathematics of 1 to 15 minutes, 16 to 30 minutes, 31 to 60 minutes, and 61 to 90 minutes all could positively predict mathematics learning achievements of Taiwanese 8th-grade students, except for homework time more than 90 minutes. It revealed that in relation to mathematics homework time, too much homework might be as bad as not enough.
    關聯: Educational Studies, 48(3), 408-423
    数据类型: article
    DOI 連結: https://doi.org/10.1080/03055698.2020.1766423
    DOI: 10.1080/03055698.2020.1766423
    显示于类别:[教育學系] 期刊論文

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