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Homework and Academic Achievement in Latin America: A Multilevel Approach

The relationship between homework and academic results has been widely researched. Most of that research has used English-speaking, European or Asian samples, and to date there have been no detailed studies into that relationship in Latin America and the Caribbean. The aim of this study is to examin...

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Autores principales: Fernández-Alonso, Rubén, Woitschach, Pamela, Álvarez-Díaz, Marcos, González-López, Andrea M., Cuesta, Marcelino, Muñiz, José
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6367234/
https://www.ncbi.nlm.nih.gov/pubmed/30774612
http://dx.doi.org/10.3389/fpsyg.2019.00095
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author Fernández-Alonso, Rubén
Woitschach, Pamela
Álvarez-Díaz, Marcos
González-López, Andrea M.
Cuesta, Marcelino
Muñiz, José
author_facet Fernández-Alonso, Rubén
Woitschach, Pamela
Álvarez-Díaz, Marcos
González-López, Andrea M.
Cuesta, Marcelino
Muñiz, José
author_sort Fernández-Alonso, Rubén
collection PubMed
description The relationship between homework and academic results has been widely researched. Most of that research has used English-speaking, European or Asian samples, and to date there have been no detailed studies into that relationship in Latin America and the Caribbean. The aim of this study is to examine the effect of quantitative homework characteristics on achievement in science. The sample comprised 61,938 students at 2,955 schools in the 15 Latin American countries (plus the Mexican state of New Leon) which participated in the Third Regional Comparative and Explanatory Study (TERCE), carried out by the Latin American Laboratory for Educational Quality (LLECE) in 2013. The mean age was 12.42 years old (±0.94). Within each country, three hierarchical-linear models were applied at two levels: student and school. The individual level considered time spent doing homework and the school level considered the amount and frequency of homework assignment. In addition, ten control variables were included in order to control the net effect of the characteristics of the homework on the result. The results confirmed that homework is widely assigned in the Latin American region. At the individual level, time spent on homework had little effect on academic performance, while in the quantitative homework characteristics it was the frequency of homework assignment which demonstrated a clearer effect rather than the amount of homework assigned.
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spelling pubmed-63672342019-02-15 Homework and Academic Achievement in Latin America: A Multilevel Approach Fernández-Alonso, Rubén Woitschach, Pamela Álvarez-Díaz, Marcos González-López, Andrea M. Cuesta, Marcelino Muñiz, José Front Psychol Psychology The relationship between homework and academic results has been widely researched. Most of that research has used English-speaking, European or Asian samples, and to date there have been no detailed studies into that relationship in Latin America and the Caribbean. The aim of this study is to examine the effect of quantitative homework characteristics on achievement in science. The sample comprised 61,938 students at 2,955 schools in the 15 Latin American countries (plus the Mexican state of New Leon) which participated in the Third Regional Comparative and Explanatory Study (TERCE), carried out by the Latin American Laboratory for Educational Quality (LLECE) in 2013. The mean age was 12.42 years old (±0.94). Within each country, three hierarchical-linear models were applied at two levels: student and school. The individual level considered time spent doing homework and the school level considered the amount and frequency of homework assignment. In addition, ten control variables were included in order to control the net effect of the characteristics of the homework on the result. The results confirmed that homework is widely assigned in the Latin American region. At the individual level, time spent on homework had little effect on academic performance, while in the quantitative homework characteristics it was the frequency of homework assignment which demonstrated a clearer effect rather than the amount of homework assigned. Frontiers Media S.A. 2019-02-01 /pmc/articles/PMC6367234/ /pubmed/30774612 http://dx.doi.org/10.3389/fpsyg.2019.00095 Text en Copyright © 2019 Fernández-Alonso, Woitschach, Álvarez-Díaz, González-López, Cuesta and Muñiz. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Fernández-Alonso, Rubén
Woitschach, Pamela
Álvarez-Díaz, Marcos
González-López, Andrea M.
Cuesta, Marcelino
Muñiz, José
Homework and Academic Achievement in Latin America: A Multilevel Approach
title Homework and Academic Achievement in Latin America: A Multilevel Approach
title_full Homework and Academic Achievement in Latin America: A Multilevel Approach
title_fullStr Homework and Academic Achievement in Latin America: A Multilevel Approach
title_full_unstemmed Homework and Academic Achievement in Latin America: A Multilevel Approach
title_short Homework and Academic Achievement in Latin America: A Multilevel Approach
title_sort homework and academic achievement in latin america: a multilevel approach
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6367234/
https://www.ncbi.nlm.nih.gov/pubmed/30774612
http://dx.doi.org/10.3389/fpsyg.2019.00095
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