Effect of two intervention strategies on science homework completion
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Date
2011
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Montana State University - Bozeman, Graduate School
Abstract
Two intervention strategies were employed in my high school science classes to determine their effects on homework completion. The first strategy required students to keep an academic planner which would help them to be more aware of homework assignments and due dates. The second strategy was providing homework reminder slips to students that were missing work to see if the reminders would improve total homework completion rates. Rewards were given to students that completed their planners as well as those students that had all work completed for each week. The first intervention strategy did not improve timely homework completion and the students did not feel that the academic planner was a motivating factor for homework completion. The homework reminder slips along with rewards for completed work fared much better and the students approved of this strategy. Most classes showed an improvement in timely homework completion.