Education Science ›› 2025, Vol. 41 ›› Issue (1): 67-74.

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

Shao Yueyang1, Liu Qimeng1, Liu Jian2   

  1. 1. Collaborative Innovation Center of Assessment for Basic Education Quality,Beijing Normal University,Beijing 100875,China
    2. China Education Innovation Institute,Beijing Normal University,Zhuhai Guangdong 519087,China
  • Online:2025-01-15 Published:2025-02-13

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: