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Reviews important research relating the significance of homework to achievement, and describes a study with 64 sixth grade pupils to determine effects of homework in working with fractions over an eight-week period. Findings reveal no statistically significant difference on tests of computational skills in fractions and on measures of understanding of fractional concepts between pupils who did homework and those who did not. Bibliography. (PR)

The results of this study, based on sixth grade students, indicated that as far as academic achievement is concerned, regularly assigned homework is of no advantage to highly anxious elementary school students. (Author/EK)