Title

Testing The Homework Quality Model Among The Grade Six Students In Private Schools

Date of Publication

2014

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Psychology Major in Educational Measurement and Evaluation

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Adviser

Magno, Carlo P., Dr.

Defense Panel Chair

Bustos-Orosa, Ma. Alicia

Defense Panel Member

Estrellado, Alicia F., Dr.
Lapinid, Minie Rose P., Dr.
Garcia, John Addy S., Dr.
Salanga, Ma. Guadalupe C., Dr.

Abstract/Summary

The study is anchored on the homework quality model of Dettmers, Trautwein, Ludtke, Schnyder, and Baumert (2010). The model advances that homework quality and student characteristics are associated with homework motivation (homework expectancy and value beliefs), homework behavior (time spent on homework and homework effort), and achievement in mathematics. The study involved two phases with phase 1 of the study examining further the homework quality model on its influence on the Filipino school children’s achievement in mathematics. To address the limitation of the existing model, another model (phase 2) was tested to determine the influence of parental involvement on students’ homework behavior. Phase 1 and phase 2 of the study were tested through path analysis. Phase 1 involved 369 participants while phase 2 consisted of 382. The fit of the homework model in phase 1 was found to be adequate with 2 = 97.49, df = 2,2/df = 48.74, NFI = .91, IFI = .92, CFI = .98, RMSEA = .03. For phase 2, the fit of the homework quality model was also found to be adequate with 2 = 89.50, df = 3, 2/df = 29.83, NFI = .89, IFI = .90, CFI = .95, RMSEA = .05. The strong effects of quality homework selection on mathematics achievement were well established in both homework models (model 1 and model 2) among the Filipino school children. Both models revealed that participants’ performance in mathematics achievement was supported by well selected homework tasks and their high levels of cognitive ability. Likewise, parental support successfully predicted students’ homework effort but not on students’ homework time.

Abstract Format

html

Format

Electronic

Accession Number

CDTG005558

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

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