| dc.contributor | 教育系 | |
| dc.creator (作者) | 秦夢群 | |
| dc.creator (作者) | Chin, Joseph Meng Chun | |
| dc.creator (作者) | Lin, Hsin-Chih;Chen, Chun-Wei | |
| dc.date (日期) | 2020-07 | |
| dc.date.accessioned | 7-七月-2022 11:19:09 (UTC+8) | - |
| dc.date.available | 7-七月-2022 11:19:09 (UTC+8) | - |
| dc.date.issued (上傳時間) | 7-七月-2022 11:19:09 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/140819 | - |
| dc.description.abstract (摘要) | The purpose of this study was to examine the relationships among homework time, homework frequency, and learning achievements of Taiwanese students. Applying a 2-level hierarchical linear modeling on the TIMSS 2007 and 2011 data, our findings were as follows: (1) Within the context of TIMSS 2007 and 2011 students, the frequency of mathematics homework positively predicted mathematics learning achievements; (2) Within the context of TIMSS 2007 students, the amount of time spent doing mathematics homework positively predicted mathematics learning achievements. (3) Among TIMSS 2011 students, homework time in mathematics of 1 to 15 minutes, 16 to 30 minutes, 31 to 60 minutes, and 61 to 90 minutes all could positively predict mathematics learning achievements of Taiwanese 8th-grade students, except for homework time more than 90 minutes. It revealed that in relation to mathematics homework time, too much homework might be as bad as not enough. | |
| dc.format.extent | 109 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | Educational Studies, 48(3), 408-423 | |
| dc.subject (關鍵詞) | Homework time; homework frequency; learning achievements; multiple imputation; plausible values | |
| dc.title (題名) | Homework and learning achievements: How much homework is enough? | |
| dc.type (資料類型) | article | |
| dc.identifier.doi (DOI) | 10.1080/03055698.2020.1766423 | |
| dc.doi.uri (DOI) | https://doi.org/10.1080/03055698.2020.1766423 | |
