Research Article
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The Impact of the Homework in Mathematics on Learning Style of Arab Primary School Students in Israel

Year 2022, Volume: 6 Issue: 11, 45 - 55, 21.04.2022
https://doi.org/10.31458/iejes.1053053

Abstract

The aim of the current research is to examine the Impact of the Homework in Mathematics on Learning Style of Arab Primary School Students in Israel as the issue of homework is an old problem despite successive suggestions and recommendations. The Significance of research stems from the importance of the homework in mathematics that accompanies the educational process, through which students are assisted in enhancing their' self-learning abilities to develop their intellectual abilities, and their creative and critical thinking. The writer depends on the qualitative method for examining. The research sample included 24 primary school students from Arab schools present in Israel to examine their tendencies towards homework in mathematics and its impact on students ' learning style. The results included two main groups: the first: social impact and the second: teacher's policy in dealing with homework.

References

  • Algani, Y. (2019). Innovative ways to weach wathematics: Are they employed in schools?, Journal of Computer and Education Research (JCER), 7(14), 496-514.
  • Algani̇, Y. & Eshan, J. (2020). The effectiveness of a program for developing the skills of mathematical thinking for first year preparatory pupils. Journal of Gifted Education and Creativity, 7(2), 41-51.
  • Astleitner, H. (2007). Theory: Designing task-based learning sequences. A categorical model of task attributes. In H. Astleit-ner&H.-J. Herber (Eds.), Task- and standard-based learning: An instructional psychology perspective. Frankfurt am Main, Germany: Lang. 9-34.
  • Burriss, G., Kathleen, D. & Snead. (2017). Middle school students’ perceptions regarding the motivation and effectiveness of Homework. School Community Journal, 27(2).
  • Cooper. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76(1), 1–62.
  • Gecer A., & Dag F. (2012). A blended learning experience. Theory and Practice, 12(1), 438–442.
  • Hong, E. Mason, Y. & Peng, N. Lee. (2015). Effects of homework motivation and worry anxiety on homework achievement in mathematics and english. Educational Research and Evaluation, 21(7), 491-514.
  • Walk, L. & Lassak, M. (2017). Making homework matter to students. Mathematics Teaching in the Middle School, 22(9), 546-553.
  • Kathleen, G. & Burris. (2016). Middle school teachers' perceptions regarding the motivation and effectiveness of homework. Journal of Inquiry and Action in Education, 7(2), 62-80.
  • Kitsantas, A., Cheema, J., & Ware, W. (2011). Mathematics achievement: The role of homework and self-efficacy beliefs. Journal of Advanced Academics, 22 (2), 310-339.
  • Misslis, O. (2009). The hidden values of homework culture. From a lecture he checked homework for homework. Israel.
  • Novak, B., Francis, J., & Lynott. (2015). Homework in physical education: Benefits and implementation. A Journal for Physical and Sport Educators, 28(1), 22-26.
  • Ruben-Fernandez-Alonso. (2015). Adolescents’ homework performance in mathematics and science: personal factors and teaching practices. Journal of Educational Psychology, Advance online publication.
  • Sharp, W. Keys, P., & Benefield. (2007). Recent research on homework: an annotated bibliography. Upton Park, Slough, Berkshire: National Foundation for Educational Research.
  • Shima, M., Farzad, R., & Hasan, A. (2012). The role of mathematical homework and prior knowledge on the relationship between students' mathematical performance, cognitive style and working memory capacity. Electronic Journal of Research in Educational Psychology, 10 (3), 1223-1248.
  • Trautwein, O. & Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19, 243–258.
  • Tas, Y., Sungur-Vural, S. & Öztekin, C. (2014). A study of science teachers’ homework practices. Research in Education, 91, 45-64.
  • Xu, J., Fan, X., & Du, J. (2017). Homework emotion regulation scale: confirming the factor structure with high school students. Journal of Psychoeducational Assessment, 35 (4), 437-441.
  • Zare, R. N., Cox, C. T., Murphy, K., & Bayas, C. (2017). Implementation of peer-reviewed homework assignments. Journal of College Science Teaching, 46 (3), 40-46.

The Impact of the Homework in Mathematics on Learning Style of Arab Primary School Students in Israel

Year 2022, Volume: 6 Issue: 11, 45 - 55, 21.04.2022
https://doi.org/10.31458/iejes.1053053

Abstract

The aim of the current research is to examine the Impact of the Homework in Mathematics on Learning Style of Arab Primary School Students in Israel as the issue of homework is an old problem despite successive suggestions and recommendations. The Significance of research stems from the importance of the homework in mathematics that accompanies the educational process, through which students are assisted in enhancing their' self-learning abilities to develop their intellectual abilities, and their creative and critical thinking. The writer depends on the qualitative method for examining. The research sample included 24 primary school students from Arab schools present in Israel to examine their tendencies towards homework in mathematics and its impact on students ' learning style. The results included two main groups: the first: social impact and the second: teacher's policy in dealing with homework.

References

  • Algani, Y. (2019). Innovative ways to weach wathematics: Are they employed in schools?, Journal of Computer and Education Research (JCER), 7(14), 496-514.
  • Algani̇, Y. & Eshan, J. (2020). The effectiveness of a program for developing the skills of mathematical thinking for first year preparatory pupils. Journal of Gifted Education and Creativity, 7(2), 41-51.
  • Astleitner, H. (2007). Theory: Designing task-based learning sequences. A categorical model of task attributes. In H. Astleit-ner&H.-J. Herber (Eds.), Task- and standard-based learning: An instructional psychology perspective. Frankfurt am Main, Germany: Lang. 9-34.
  • Burriss, G., Kathleen, D. & Snead. (2017). Middle school students’ perceptions regarding the motivation and effectiveness of Homework. School Community Journal, 27(2).
  • Cooper. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76(1), 1–62.
  • Gecer A., & Dag F. (2012). A blended learning experience. Theory and Practice, 12(1), 438–442.
  • Hong, E. Mason, Y. & Peng, N. Lee. (2015). Effects of homework motivation and worry anxiety on homework achievement in mathematics and english. Educational Research and Evaluation, 21(7), 491-514.
  • Walk, L. & Lassak, M. (2017). Making homework matter to students. Mathematics Teaching in the Middle School, 22(9), 546-553.
  • Kathleen, G. & Burris. (2016). Middle school teachers' perceptions regarding the motivation and effectiveness of homework. Journal of Inquiry and Action in Education, 7(2), 62-80.
  • Kitsantas, A., Cheema, J., & Ware, W. (2011). Mathematics achievement: The role of homework and self-efficacy beliefs. Journal of Advanced Academics, 22 (2), 310-339.
  • Misslis, O. (2009). The hidden values of homework culture. From a lecture he checked homework for homework. Israel.
  • Novak, B., Francis, J., & Lynott. (2015). Homework in physical education: Benefits and implementation. A Journal for Physical and Sport Educators, 28(1), 22-26.
  • Ruben-Fernandez-Alonso. (2015). Adolescents’ homework performance in mathematics and science: personal factors and teaching practices. Journal of Educational Psychology, Advance online publication.
  • Sharp, W. Keys, P., & Benefield. (2007). Recent research on homework: an annotated bibliography. Upton Park, Slough, Berkshire: National Foundation for Educational Research.
  • Shima, M., Farzad, R., & Hasan, A. (2012). The role of mathematical homework and prior knowledge on the relationship between students' mathematical performance, cognitive style and working memory capacity. Electronic Journal of Research in Educational Psychology, 10 (3), 1223-1248.
  • Trautwein, O. & Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19, 243–258.
  • Tas, Y., Sungur-Vural, S. & Öztekin, C. (2014). A study of science teachers’ homework practices. Research in Education, 91, 45-64.
  • Xu, J., Fan, X., & Du, J. (2017). Homework emotion regulation scale: confirming the factor structure with high school students. Journal of Psychoeducational Assessment, 35 (4), 437-441.
  • Zare, R. N., Cox, C. T., Murphy, K., & Bayas, C. (2017). Implementation of peer-reviewed homework assignments. Journal of College Science Teaching, 46 (3), 40-46.
There are 19 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Yousef M. Abd Algani 0000-0003-2801-5880

Younis Fareed Abu Alhaıja This is me 0000-0003-1307-7712

Early Pub Date April 3, 2022
Publication Date April 21, 2022
Submission Date January 3, 2022
Published in Issue Year 2022 Volume: 6 Issue: 11

Cite

APA Abd Algani, Y. M., & Alhaıja, Y. F. A. (2022). The Impact of the Homework in Mathematics on Learning Style of Arab Primary School Students in Israel. International E-Journal of Educational Studies, 6(11), 45-55. https://doi.org/10.31458/iejes.1053053

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