Alexa Vetnar EED593 Fall 2013

Student Homework Completion and Motivation

Local History:
Per the principal of this s chool, lack of homework completion i s a school-wide problem, a nd this problem has been around for some time. There are approximately 503 students enrolled, 53% are Caucasia n and 23% His panic. Nost of the parents of the students only have high school diploma and welfare qualification is also high. Of the 503 students enrolled in the school, 34% qualify for free or reduced breakfa st/lunch.

Explanation of the Issue:

o 26% of the students in this class room do not complete their homework regularly o There are a variety of excuses each night as to why homework wasn t completed or why it didn t make its way back to school the next day o Agendas ar e also to be signed each night, acknowledging parents have s een thei r child s homework and ma de sure it was completed o Nany parents sign the agenda, but homework i s not returned o Usually there are six of the same students, out of twenty -three, tha t do not complete their homework or bring thei r homework to school each day. Occasionally those sa me students will complete their homework and bring it back, but on any given day, at least six students are missi ng their homework.

Research Questions:
1 . What effect(s) do student motivations have on homework completion? 2 . Do extrinsic motivations increase or decrease homework completion?

Summary of Literature Review:

Effective schools and effective teachers are those who develop goals, beliefs, and attitudes in students that will sustain a long-term involvement and that will contribute to quality involvement in learning (Ames, 1990). According to Workman and Williams at the University of Tennessee, we must either use extrinsic rewards to get children to engage in some important academic activities or run the risk of their not engaging in these activities at all. Without the use of extrinsic incentives, many children who are perfectly capable of learning to read and write might never acquire these skills (Workman & Williams, 1980). Observations- Field notes with descriptive and reflective entries can be used to record specific, observed event and reflections on that information Surveys Childrens Attitude to Homework Questionnaire (CAHQ) (Hong, Nilgram & Rowell, 2004). Pre-and Post test choice research (Christodoulou, Duncan & !elmes, 2013). Unlike verbal rewards, tangible rewards are frequently offered to people as an inducement to engage in a behavior in which they might not otherwise engage (Deci, Koestner & Ryan, 2001). Supports Workman and Williams research

Alexa Vetnar EED593 Fall 2013