The Relationship Between Homework Types and Combinations and Students’ Academic Development: Taking Eighth Grade Mathematics as an Example

Abstract

Abstract:

Designing homework with multiple types is an important part of the teaching process. Existing studies lack research on the effects of homework types and combinations. Moreover,research on homework outcomes has been overly focused on academic performance,with insufficient attention paid to the development of learning interest. Therefore, this study takes middle school mathematics as an example to explore the relationship between different homework types and combinations and students’ learning interests and academic performance. By employing a Hierarchical Linear Model (HLM) to analyze the comprehensive development of learning interest and academic performance among 11 007 eighth-grade students,it found that the predictive power of basic consolidation, ability improvement, and comprehensive practice homework was positive, but the predictive power of test-oriented homework was negative. In addition, when the Propensity Score Matching (PSM) was used to control related interference variables (homework time, family economic status), the F test analysis found that the effect of a single homework type was relatively poor, and the homework combination mode of “basic consolidation + ability improvement + comprehensive practice” was most beneficial to students.

Key words: homework, homework type, homework purpose, interest in learning mathematics, mathematics learning achievement

CLC Number:

G623

Shao Yueyang, Liu Qimeng, Liu Jian. The Relationship Between Homework Types and Combinations and Students’ Academic Development: Taking Eighth Grade Mathematics as an Example[J]. Education Science, 2025, 41(1): 67-74.

Figures/Tables 5

References 53

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	样本数	最小值	最大值	均值	标准差
学习兴趣	11 005	-2.49	1.25	0.00	1.00
学习成绩	10 877	-3.27	2.52	0.00	1.00
学习兴趣及学习成绩平均	10 887	-2.68	1.89	0.00	0.79
SES	10 204	-2.89	1.69	0.01	0.77
每天数学作业时长	11 088	10.00	120.00	57.36	27.75
做基础巩固类作业的频率	11 088	1.00	8.00	6.95	1.75
做应试类作业的频率	11 088	1.00	8.00	6.11	1.72
做能力提升类作业的频率	11 088	1.00	8.00	4.48	2.36
做综合实践类作业的频率	11 088	1.00	8.00	2.94	2.19

因变量	标准化系数[置信区间]
因变量	学习兴趣	学习成绩	学习兴趣与成绩综合
截距	-0.00[-0.00,-0.00]	-0.11^***[-0.11,-0.11]	-0.05^**[-0.05,-0.05]
SES	0.08^***[0.08,0.09]	0.122^***[0.12,0.12]	0.11^***[0.11,0.11]
平均每天作业时长	-0.06^***[-0.06,-0.06]	-0.02^***[-0.02,-0.02]	-0.04^***[-0.04,-0.04]
做基础巩固类作业的频率	0.08^***[0.08,0.08]	0.17^***[0.17,0.17]	0.12^***[0.12,0.13]
做应试类作业的频率	-0.08^***[-0.08,-0.08]	0.02^*[0.02,0.03]	-0.02^***[-0.02,-0.02]
做能力提升类作业的频率	0.16^***[0.16,0.16]	-0.05^***[-0.05,-0.04]	0.06^***[0.06,0.06]
做综合实践类作业的频率	0.09^***[0.09,0.10]	-0.05^***[-0.05,-0.05]	0.02^*[0.02,0.02]

不同类型作业组合	PSM加权前			PSM加权后
不同类型作业组合	N	作业时长	SES	N	作业时长	SES
仅做基础巩固类作业	1 390	50.17	-0.27	8 318	56.01	-0.10
仅做应试类作业	166	53.73	-0.16	8 114	55.98	-0.11
做基础巩固类+应试类作业	3 344	59.96	-0.03	8 544	56.59	-0.09
做基础巩固类+能力提升类作业	311	48.42	-0.21	7 895	54.89	-0.10
做基础巩固类+应试类+能力提升类作业	2 261	57.31	-0.05	8 504	56.60	-0.09
做基础巩固类+应试类+综合实践类作业	99	57.78	-0.08	8 636	56.42	-0.08
做基础巩固类+能力提升类+综合实践类作业	101	42.87	-0.23	6 420	55.94	-0.11
做基础巩固类+应试类+能力提升类+ 综合实践类作业	1 703	57.39	-0.12	8 504	56.61	-0.10

不同类型作业组合情况	学习兴趣得分	学习成绩得分	学习兴趣与学习成绩综合得分
组1:仅做基础巩固类作业	-0.02	0.10	-0.05
组2:仅做应试类作业	-0.31	-0.07	-0.28
组3:做基础巩固类+应试类作业	-0.13	0.27	-0.01
组4:做基础巩固类+能力提升类作业	0.24	0.06	0.06
组5:做基础巩固类+应试类+能力提升类作业	0.13	0.11	0.05
组6:做基础巩固类+应试类+综合实践类作业	-0.08	-0.09	-0.17
组7:做基础巩固类+能力提升类+综合实践类作业	0.50	-0.03	0.16
组8:做基础巩固类+应试类+能力提升类+综合实践类作业	0.27	-0.15	-0.02
F值	597.61^***	162.06^***	247.08^***

	组1	组2	组3	组4	组5	组6	组7	组8
组1	—
组2	0.23^*	—
组3	-0.04	-0.27^*	—
组4	-0.11^*	-0.34^*	-0.07^*	—
组5	-0.09^*	-0.32^*	-0.06^*	0.02	—
组6	0.12^*	-0.11^*	0.16^*	0.23^*	0.22^*	—
组7	-0.21^*	-0.44^*	-0.17^*	-0.09^*	-0.11^*	-0.33^*	—
组8	-0.02	-0.25^*	0.01	0.09^*	0.07^*	-0.15^*	0.18^*	—