An Experimental Study of the Relationship of Homework to Pupil Success in Computation With Fractions

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)