This would cause students to perform better academically since they think of school in positive ways and want to excelle. Students behavior would be confident and positive. Teachers would benefit from this since they would not have to worry about students being disrespectful or students not doing their homework. Students spend more than 100 hours of extra time in school, but the US is still falling behind in global rankings (Vittana). Many schools in other countries spend less time in school and do not receive homework.
Maternal educational level 340 Education for the knowledge society is another factor that affects students’ academic achievement (Magnuson, 2003). Mothers with higher educational level, self-esteem in their skills to help children and cooperate with teachers, is related to high spores of children in testing (Eamon, 2005; Jeynes, 2002; Magnuson, 2003). Housing density is another factor related to child development and
Therefore, studies show that grades serve as being a positive incentive in the lives of students. Students are motivated by the incentive of receiving a good grade before handing in any assignment or while writing a test. Grades are so powerful that they judge a student’s standpoint academically and function as whether or not a student can get scholarship. A questionnaire done by Emil Stan for International Conference on Education and Educational Psychology, concluded that 60% teachers said that students were motivated by grades so that they learn. Whereas, 38% [of teachers] said no students are not motivated by grades and the other 2% had answers such as often no and sometimes yes (Educational Leadership: New Roles, New Relationships: Where).
But on the other hand, the issue is happening tells that more of parents are overpressured their children in control their study. But it is not true. In Private school, parents be a positive resources for helping and set student expectations for achievement and it cannot be separated with teacher roles because according to Reyes (1990), teacher commitment be involved in school, closeness with students learning and give responds for parents in order to be a part of desicion maker. Moreover, Parents performance are also can give positively impact for student academic attainment. For instance, student’s parent view education as means of high expectations for their children.
Assigning modest amounts of homework to students is an efficient way to develop such skills and prepare them for the rigors of post-secondary schooling. Firstly, in order to complete their homework, students must employ time-management skills, an ability applicable to not only the academic world but professional and private spheres as well. Additionally, since students typically would rather do anything other than homework, the completion of assignments builds students’ self-discipline and motivation. “Homework plays a critical, long-term role in the development of children’s achievement motivation. Homework provides children with time and experience to develop positive beliefs about achievement, as well as strategies for coping with mistakes, difficulties, and setbacks” (Bempechat).
Situation Analysis Mathematics educators all over the world continuously struggle towards upgrading the quality of mathematics learning, with emphasis being placed on elevating learners’ positive attitude towards the subject. School administrators continuously exert great effort in searching for and utilizing better methods, strategies, techniques and instructional materials to propel better students’ performance in mathematics in particular and better school performance in mathematics in general. This significant move of schools to effect better instruction to students in order to enhance their mathematics performance is dependent on mathematics teachers who are the purveyors of basic knowledge and skills in the subject. An institution
The fact of the matter is that standardized testing does not infer much about the intelligence or progress of a student. First, “For decades, critics have complained that many standardized tests are unfair because the questions require a set of knowledge and skills more likely to be possessed by children from a privileged background” (John 2000). In other words, privileged students have more available resources to achieve higher scores on these tests. This is especially true for high stakes exams in which well-off students have access to tutors and the latest study guides and textbooks to help them prepare for the tests. Furthermore, social-economic status in general has a great effect on the test scores as “Research has repeatedly found that the amount of poverty in the communities where schools are located, along with other variables having nothing to do with what happens in classrooms, accounts for the great majority of the difference in test scores from one area to the next” (Kohn 2000).
Very little research shows any benefit of homework at elementary school age on students’ GPAs, standardized test scores, or general performance in school (“Making Homework”). The skills and experience gained from homework can easily be achieved at the middle school level where homework is more helpful to a student’s education as a whole (Silvester). In addition, starting homework at an older age leaves fewer family disputes because the students have matured and their attention spans have grown, meaning parents are not required to force their children to do their homework (“Making Homework”). Alfie Hohn, an education lecturer and author of the previously discussed book The Homework Myth, said, “The disadvantages of homework are clear to everyone: exhaustion, frustration, loss of time to pursue other interests and often diminution of interest in learning. Homework may be the greatest extinguisher of curiosity ever invented” (Rathke).
In a study conducted by NIED (2010), learners were asked for suggestions to improve their performance and among others mentioned that teachers should adjust their teaching approaches and take views of learners into consideration. Nambira et al. (2009) and NIED (2009) all seem to highlight a need for a better teaching mechanism that enhances learning. It seem the main challenges facing the attainment of good performance in Mathematics lie on the teaching and learning of Mathematics, the implementation of the syllabus. These studies, therefore, gives support to a study which sought to determine the challenges that hinder effective
The post-test scores proved that the journal writing students scored higher than those that did not use journals. The strength of the article was to bring to light the advantages of journal writing in math classes. The weakness is the limited number of students (54) used in the study. They also only studied boys. I would like to read on results from both