Culturally Relevant Homework 1
CAN CULTURALLY RELEVANT HOMEWORK BE AN EFFECTIVE LEARNING STRATEGY FOR MIDDLE SCHOOL MATH STUDENTS?
Except where reference is made to the work of others, the work described in this project is my own or was done in collaboration with my Advisor. This project does not include proprietary or classified information.
______
Leah Larkin Selbie
Certificate of Approval:
______
Donald R. Livingston, Ed.D.Associate Professor and
Project Co-Advisor
Education Department / Sharon M. Livingston, Ph.D.
Associate Professor and
Project Co-Advisor
Education Department
CAN CULTURALLY RELEVANT HOMEWORK BE AN EFFECTIVE LEARNING STRATEGY FOR MIDDLE SCHOOL MATH STUDENTS?
A project submitted
by
Leah Larkin Selbie
to
LaGrange College
in partial fulfillment of
the requirement for the
degree of
SPECIALIST IN EDUCATION
in
Curriculum and Instruction
LaGrange, Georgia
July 18, 2011
Abstract
Despite multiple studies that have yielded mixed results on the effectiveness of homework, it is regularly used as a learning strategy in American schools. The subjects in this study were given culturally relevant homework, where the homework was centered on topics of interest to students and students had a choice in the assignment. The assignments were given over the course of one math unit to see if this type of homework would be able to increase achievement based on pretest and posttest scores. Data were analyzed using subgroups (1) low level performers and middle level performers (2) students who completed all assignments and students who did not (3) socioeconomic status and (4) race and were analyzed quantitatively. Qualitative data were also collected from student surveys, student reflections, and interviews with teachers and an administrator to determine their attitudes about culturally relevant homework and to assess the process of organizational change towards the use of this type of homework in a seventh grade math class. The results showed that culturally relevant homework does increase students’ achievement and that students liked culturally relevant homework assignments. The results also showed that teachers would be willing to use this type of homework and that administration would best implement change with proven results.
Table of Contents
Abstract……………………………………………………………………………….. / iiiTable of Contents………………………………………………………………..……. / iv
List of Tables…………...…………………………………………………………….. / v
Chapter 1: Introduction……………………………………………………….………. / 1
Statement of the Problem……………………………………………………... / 1
Significance of the Problem…………………………………………………... / 2
Theoretical and Conceptual Frameworks……………………………………... / 3
Focus Questions………………………………………………………………. / 5
Overview of Methodology……………………………………………………. / 6
Human as Researcher…………………………………………………………. / 8
Chapter 2: Review of the Literature…………………………………………………... / 9
History and Impact of Homework……………………………...... / 9
Beliefs about Homework……...………………………………………...... / 10
Homework as a Learning Tool…...………………………………………….... / 10
Attitudes about Culturally Relevant Homework……………………………… / 14
The Process of Change / 15
Chapter 3: Methodology……………………………………………………………… / 18
Research Design……………………………………………….………...... / 18
Setting………………………………………………………………………… / 19
Subjects and Participants…..………………………………….…………...... / 20
Procedures and Data Collection Methods…………………………………….. / 21
Validity, Reliability, Bias and Equity Measures……………………………… / 25
Analysis of Data………………………………………………………………. / 30
Chapter 4: Results…………………………………………………………………….. / 36
Chapter 5: Analysis and Discussion of Results………………………………………. / 68
Analysis……………………………………………………………………….. / 68
Discussion…………………………………………………………………….. / 83
Implications………………………………………………………………….... / 86
Impact on School Improvement…..……………………………………...... / 88
Recommendations for Future Research………………………………………. / 88
References…………………………………………………………………………….. / 90
Appendixes…………………………………………………………………...... / 94
List of Tables
Tables
Table 3.1 / Data Shell……………………………………………………………….. / 22Table 3.2 / Example of Ordered Data………………………………………………. / 25
Table 4.1 / Dependent t-test results for Low Level Performers…………………….. / 36
Table 4.2 / Dependent t-test results for Middle Level Performers………………….. / 37
Table 4.3 / Independent t-test results of Number of Assignments Completed……... / 39
Table 4.4 / Dependent t-test for an Incomplete Number of Homework Assignments / 40
Table 4.5 / Dependent t-test for Complete Number of Homework Assignments… / 41
Table 4.6 / Dependent t-test for Economically Disadvantaged Students…………… / 42
Table 4.7 / Dependent t-test for Non-Economically Disadvantaged Students……... / 43
Table 4.8 / Independent t-test of Socioeconomic Status Subgroups………………... / 44
Table 4.9 / Dependent t-test for White Students……………………………………. / 46
Table 4.10 / Dependent t-test for African American Students……………………….. / 47
Table 4.11 / Independent t-test of Race Subgroups – Pretest………………………... / 48
Table 4.12 / Independent t-test of Race Subgroups – Posttest……………………….. / 49
Table 4.13 / Itemized Frequencies from Student Survey…………………………….. / 51
Table 4.14 / Chi-square Test Results………………………………………………… / 52
Table 4.15 / Dependent t-test for Economically Disadvantaged Students in Alabama / 58
Table 4.16 / Dependent t-test for Non-Economically Disadvantaged Students in Alabama…………………………………………………………………. / 59
Table 4.17 / Independent t-test for Socioeconomic Status Subgroups in Alabama….. / 60
Table 4.18 / Independentt-test for Race Subgroups in Alabama…………………….. / 61
Table 4.19 / Dependent t-test for White Students in Alabama……………………….. / 62
Table 4.20 / Dependent t-test for African American Students in Alabama…………... / 63
Table 4.21 / Independent t-test of Race Subgroups in Alabama – Posttest…………... / 64
Table 4.22 / Dependent t-test for an Incomplete Number of Homework Assignments in Alabama……………………………………………………………… / 65
Table 4.23 / Dependent t-test for a Complete Number of Assignments in Alabama… / 66
Table 4.24 / Independent t-test for Number of Assignments Completed in Alabama.. / 67
CHAPTER ONE: INTRODUCTION
Statement of the Problem
Homework has always been a topic of concern in American education. Questions abound over how much homework is acceptable for each grade level, what type of homework is best, and can homework be an effective education strategy that increases student achievement. As the debate over homework continues, teachers continue doing what they have always done; they assign homework. According to Baines (2008) America “leads the world in assigning homework a whopping 140 minutes per week in mathematics for secondary students” (p. 24). Yet, even with all of this homework American students are doing, the achievement scores of American students are just slightly above the international average as seen in the 2003 TIMSS study (Mullis, Martin, Gonzalez, & Chrostowski, 2004).
Thefindings presented in this research study will seek to show that culturally relevant homework that is differentiated for American students can be just as beneficial as traditional methods that are currently being used in most of America’s classrooms. Culturally relevant homework is homework that is directly related to the content taught in class but based on the cultural interests of the students and differentiated for student choice. Baines (2008) additionally states, “because most American teachers assign worksheets and exercises from textbooks for homework, a student’s level of engagement working at home may be less than optimal” (p.24). When students are not engaged, they inevitably become bored, frustrated and apathetic (Baines, 2008). Research shows that engaged students are more likely to obtain knowledge and skills in an assignment when they feel a personal interest and connection to the assignment and they are more likely to complete the assignment (Beresford & Milner, 2008). The purpose of this study was to determine if American schools continue to assign homework, could culturally responsive homework with constructivist strategies be effective for learners in seventh grade math.
Significance of the Problem
Educators in American schools continue to assign homework assuming it is good for students. Supporters of homework state that homework can yield significant increases in academic achievement levels of students (Hong & Milgrim, 1999). In opposition, another study finds that homework may undermine academic achievement (Baines, 2008). Despite the disparity over the effectiveness of homework, it is still a widely used educational strategy in American schools.
Homework assignments are shown to be most effective if students are interested in completing the work and if the homework that is assigned does not stimulate negative thoughts or emotions (Trautwein, Niggli, Schnyder, & Ludtke, 2009). When a student is assigned homework that does not interest them or is so time consuming that they have negative feelings, the homework is not effective. Therefore, students need to have homework that builds on their interests. Using homework assignments that are culturally relevant can keep students engaged and can be a factor in whether the student completes the homework (Beresford & Milner, 2008). Additionally, differentiating assignments allows students to have a choice in their assignment. Choice helps students feel an element of control in their work and increases motivation (Pool & Milner, 2009). Culturally relevant homework that engages and differentiates can be used in the classroom and can be a very effective tool for student achievement.
Theoretical and Conceptual Frameworks
This homework study was completed with social constructivist methods. Social constructivism is “a theoretical base from which teacher education candidates learn how to be critical educators who can create learning environments in which learning is both enjoyable and rigorous” (LaGrange College Education Department, 2008, p. 3). Social constructivism relies on the idea that learners construct knowledge based upon external factors, such as the environment and the society in which they live. Students enter a classroom with their own learning styles, their own set of experiences, their own ideas and understanding of how things work, their own backgrounds, and their own failures and successes. All of these attributes translate into how well a student will be able to learn new information. Inch (2002) is an applied mathematician and professor of mathematics who discovered the effectiveness of constructivism after many years of teaching. In his definition:
Constructivism states that children (and adults) make sense of their world by relating new experiences to those they already understand. They evaluate new concepts and ideas to see how they fit together with existing information. Often children encounter “discrepant” concepts; physical objects, ideas and phenomena that don’t quite make sense. When faced with this seemingly contradictory information, the child must either interpret what he sees to conform to his present set of rules, or generate a new set of rules to account for the new information. (p.111)
Using assignments that have cultural relevance to students’ everyday lives is a teaching method that is centered on social constructivist ideas.
The research completed in this study adhered to all tenets of the Conceptual Framework of the LaGrange College Education Department [LCED] (2008). The first tenet of the Conceptual Framework is based on enthusiastic engagement in learning. In this tenet, social constructivism is evident. Using differentiated homework that is culturally relevant to students’ lives is a form of social constructivism. Students involved in this study were “actively involved in the teaching and learning process” (LCED, 2008, p. 3).
The research in this paper also adhered to the second tenet of the Conceptual Framework by using exemplary professional teaching practices. The teaching methods used in the project linked the students’ backgrounds and lives with classroom content in order for students to make personal connections on a deep and meaningful level (LCED, 2008, p.5). The goal of the study was for students to be able to connect information learned in the classroom and apply that information to real life situations outside the classroom (LCED, 2008, p.5).
Finally, this study included caring and supportive classrooms and learning communities, which is the third tenet in the Conceptual Framework. This study relied upon relationships between teachers and students to enhance learning. Because diverse populations of learners with even more diverse lives were subjects in the project, thoughtful and considerate actions were used in the project.
Focus Questions
The purpose of this project was three-fold. First, the research sought to determine whether culturally relevant homework can be just as beneficial to student as traditional drill and practice homework. After that determination was made, information was collected that determined the attitudes of students and teachers about the changes in homework methods. Also, the project focused on the approach used to implement changes in the school and whether the implementation was successful.
The research and literature involved in this project was centered on three focus questions. These questions guided the research and the methods that were used in this project. They were as follows:
- Can students benefit from homework that is differentiated and culturally relevant to their lives?
- How do learners, teachers and administrators feel about differentiated and culturally relevant homework?
- How will change be implemented because of the research findings of this study?
Overview of Methodology
This study used comparative education to implement a differentiated, culturally relevant method of assigning math homework to middle school students. The study was set in a middle school in western Georgia and specifically focused on seventh grade math. Subjects of this project were seventh grade math students and participants were seventh grade math teachers and middle school administrators.
To answer focus question one, students received culturally relevant homework that was differentiated over a three week geometry unit. Pretest and posttest scores were collected as quantitative data and were analyzed according to subgroups. Four categories were used for the subgroups formed in the study (1) learner performance level (2) number of assignments completed (2) socioeconomic status and (4) race. Each subgroup was tested with dependent and independent t tests to determine significant gains in achievement and significant differences in achievement. An effect size calculation was used to determine the magnitude of any such differences.
To answer focus question two, qualitative and quantitative data were collected and analyzed. All subjects in the study completed a four point Likert scale survey focusing on homework and their attitude towards homework. A chi-square test measured the questions in the survey to determine if any single question was significant based on the responses. A Cronbach’s alpha test was also used to measure whether the survey responsesshowed consistency. Qualitative data were collected from student reflections, teacher interviews and an administrator interview and were used to determine the attitudes and opinions of the subjects and the participants involved in the study.
Qualitative data were collected and analyzed to answer focus question three, which held the idea of organizational change. The qualitative data were collected and analyzed for this portion of the study through interviews with an administrator of the research site and interviews with two seventh grade math teachers. The interview questions sought to determine whether change based on the research results was possible. Also, the qualitative data sought to determine whether a systematic method of implementing new strategies involving culturally relevant homework assignments that differentiate for all types of learners could be implemented at the research site.
An additional aspect of this study was whether setting or community differences played a role in the effectiveness of culturally relevant homework methods for seventh grade math students. This study was also replicated in another seventh grade classroom in a different school. The two studies employed identical methods and used identical resources, but the demographics of the two schools were different. A comparison and analysis of the separate studies provided additional answers to focus question one.
Human as Researcher
I obtained my teaching certification at LaGrange College in 2009 where I received a Master’s of Art in Teaching. I taught in a seventh grade math classroom for three years. During this time in the classroom, I noticed that students question the need for math homework and question the way higher level math can relate to their own lives. However, math continues to be a highly emphasized subject in school, especially with the ever increasing pressure of high-stakes testing. Homework continues to be used in most classrooms as an instructional tool, even though a large portion of students place little value on homework.
Throughout the study, I believed that students benefitted from homework that was differentiated by giving them a choice in the assignment and designed assignments that were centered on their interests. The goal was for students to personally relate to the assignments so they would be motivated to complete the assignment. As a result they would be inspired to learn more. My teaching experience taught me that when students see that they can apply what they learn in school to their own personal interests, then they will become higher achieving students and in turn lifelong learners.
CHAPTER TWO: REVIEW OF THE LITERATURE
History and Impact of Homework
Homework and its effects on student learning is a topic that has been greatly debated throughout the 20th century and is still discussed today. In the 1920s and 1930s, homework was accepted as a way to improve students’ education through memorization and knowledge acquisition. In the 1940s the attitudes towards homework reversed and the use of homework was questioned. After the Russians launched the Sputnik satellite in the 1950s, homework was once again thought of as a way to accelerate students’ education in America so they would not fall behind their Russian counterparts. In the1960s, the view on homework was again reversed and in the 1980s it reversed again (Cooper, Lindsay, Nye, & Greathouse 1998). The use of homework in the classroom has been ever present and the attitudes concerning homework have been cyclical for many years. This has led many researchers to further analyze homework and its effect on educational achievement.
The impact that homework has on a child’s education has been widely studied by researchers and the results vary between studies. One study may claim that homework is beneficial while another study may state that homework does not help a student in any way (Cooper et al., 1998). Regardless of the effect homework has on learning, the 2003 Trends in International Math and Science Study (TIMSS) results show that 91% of eighth grade American students report a medium to high level of time spent on math homework each week (Mullis et al., 2004). Regardless of the research findings on its effectiveness, middle school math classrooms across the nation are using homework on a regular basis.
Beliefs about Homework
Other studies that focus on the topic of homework discuss the beliefs and ideas that surround homework. According to research completed by Xu (2005), parents and teachers alike believe that homework is used to reinforce classroom learning, to help students improve their study skills and to promote personal responsibility. Another research study states that homework is viewed as a valuable educational tool by students, parents and teachers (Trautwein et al., 2009). Since homework seems to be here to stay, the following literature review will report on two different approaches to homework, whether culturally relevant homework can improve student’s educational achievement, how teachers, students and administrators feel about the use of it in a seventh grade math classroom and the implementation of change within a school.