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Research papers on Homework and achievement

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  5. The Impact of ChatGPT on Students' Academic Achievement: A Meta-Analysis

    Zhi-Wei Liu, Hao-De Zuo, Yong-Jing Lu · 2025 · J. Comput. Assist. Learn. · 53 citations

    ChatGPT, a generative artificial intelligence (GenAI) chatbot, has gained significant traction as a tool for supporting students learning. Despite its growing popularity, there is still no academic consensus on its effectiveness in enhancing students' academic achievement.This study aims to explore the effect of ChatGPT on students' academic achievement through a meta‐analysis. It seeks to identify the overall effect size and examine variations based on moderators such as educational level, discipline, intervention duration, sample size, knowledge type, instructional model, role‐setting, learning approach, and generated content.A meta‐analysis was conducted on 37 studies (comprising 37 effec

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  6. Parental homework involvement and students' mathematics achievement: a meta-analysis

    Qiaodan Jiang, Lian Shi, Dong-Hui Zheng, et al. · 2023 · Frontiers in Psychology · 30 citations

    Introduction Given the importance of parent involvement to students' academic achievement, researchers have used a variety of methods to investigate the relationship between the two, but few focus on the relationship between parental homework involvement and students' achievement in a specific subject by using meta-analysis. This meta-analysis investigated the relationship between parent homework involvement and students' mathematics achievement from two dimensions: supportive (SPI) and intrusive parent homework involvement (IPI), along with their moderators. Methods Accessed through Web of Science, Taylor and Francis Online, EBSCO, Springer Link, Elsevier, and ProQuest databases, a total of

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  7. Homework completion and academic achievement: A multilevel study in high school settings

    S. Avcı, Mustafa Özgenel · 2024 · The Journal of Educational Research · 28 citations

    Abstract This study aimed to test three homework models defined in different cultures on Turkish high school students. HLM analyses were conducted on data collected from 1,229 high school students, considering 19 student-level and 7 grade-level variables. The dependent variables of the study were academic achievement and homework completion. The findings indicate that both variables exert a positive influence on one another. The influence of teacher and parental practices on academic achievement and homework completion in high school students is limited. Respect and support for student autonomy have been demonstrated to have a positive effect on academic achievement. Although motivation is a

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  8. The Effects of Chemistry Virtual Laboratories in Academic Achievement of Secondary Level Learners: A Meta-Analysis

    Richelle R. Castro · 2025 · Integrated Science Education Journal · 27 citations

    Purpose of the study: Chemistry education is continuously improving to provide appropriate learning for the students. The dynamic shaping of technology in the education induces innovative strategies including the utilization of virtual laboratories. This study explores the topic of examining the effectiveness of virtual laboratories in improving learner’s academic achievement in secondary level chemistry. Methodology: To facilitate the meta-analysis, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used. Only 17 studies that met the inclusion criteria were included in the study. Using the Review Manager Version (RevMan) 5.4 software, the standardi

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  9. The Effect of Social–Emotional Learning Programs on Elementary and Middle School Students’ Academic Achievement: A Meta-Analytic Review

    Yu-Yang Zhao, Biao Sang · 2025 · Behavioral Sciences · 27 citations

    This meta-analysis summarized the effects of universal and targeted social and emotional learning (SEL) programs in 22 studies with 24,510 elementary and middle schoolers between 2011 and 2021. It is critical to note that the evidence base was dominated by elementary school research (20 studies), with findings for middle school students derived from only two studies. The current study focused on three main issues: (a) the effectiveness of SEL programs on students’ overall academic performance as well as in specific subjects; (b) possible moderators that could differentiate the overall effectiveness of SEL programs; and (c) possible moderators that presented different effects in different gra

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  10. The effect of peer bullying on academic achievement: A meta‐analysis study related to results of TIMSS and PIRLS

    Gulnar Ozyildirim, Engin Karadağ · 2024 · Psychology in the Schools · 23 citations

    Focusing on the variables that can affect both academic achievement and the well‐being of students has been crucial for their development, making schools effective and designing educational policy as well as curriculum. The study has aimed to investigate the effect of peer bullying on academic achievement and to determine moderators in the relationship between these two terms by using TIMSS (The Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) data through the meta‐analysis method. Based on seven international survey data sets from TIMSS (2003, 2007, 2011, and 2015) and PIRLS (2006, 2011, and 2016), the current research has f

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  12. Examining the effect of immersive virtual reality on 11th-grade students’ creative thinking disposition and academic achievement

    I. Irwanto, Tiranika Lintangnicita, Ucu Cahyana, et al. · 2025 · Discover Education · 15 citations

    This study investigated the effect of immersive virtual reality (VR) on 11th-grade students’ creative thinking disposition (CTD) and academic achievement in chemistry. A quasi-experimental pretest–posttest non-equivalent control group design was employed, involving 86 students (36 males and 50 females) aged 16–18 years from a public senior high school in Indonesia. Students were assigned to either an experimental group (n = 43) or a control group (n = 43) based on intact classes. The experimental group learned the chemical reaction rates topic using VR technology, whereas the control group received instruction through PhET simulations and videos. Data were collected using a CTD questionnaire

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  14. Effect of using science process skills-integrated inquiry-based approach on grade nine students’ cell biology academic achievement

    M. Kassaye, Destaw Damtie, Solomon Melesse Mengistie, et al. · 2025 · Discover Education · 11 citations

    This study investigated the effect of the science process skills-integrated inquiry-based approach (SPSIIBA) on grade 9 students’ academic achievement in cell biology and their perception of SPSIIBA. The study used a mixed-method research approach with a quasi-experimental design. A total of 78 secondary school students participated in the study. The data were collected using cell biology academic achievement tests and semi-structured interviews. The data were analyzed using means, standard deviations, independent samples t-tests, ANCOVA, and data-driven thematic analysis. Analysis with ANCOVA revealed that the experimental group had significantly higher cell biology academic achievement pos

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  15. Meta-analyzing the effect of online learning on academic achievement in higher education during COVID-19 pandemic

    Yan-Qing Xiong, Shi-Xin Fang, Meng-Han Shen · 2024 · Interactive Learning Environments · 11 citations

    ABSTRACT Investigating the influence of the emergency transition to online learning during the Covid-19 pandemic can significantly enhance our understanding of the benefits and limitations of technology in higher education. We aim to assess the effect of online learning on college students' academic achievement compared to face-to-face learning during the Covid-19 crisis. This study utilizes a meta-analysis approach, examining 35 research studies conducted in 17 different countries and regions from 2020 to 2023, through an extensive database search encompassing the Web of Science Core Collection, EBSCO Host, JSTOR, Springerlink, and SCOPUS. The sample size comprised 8079 students, with 4160

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  16. How to better balance academic achievement and learning anxiety from time on homework? A multilevel and classification and regression tree analyses

    Xiao-Peng Wu, Rong-Xiu Wu, C. Hanley, et al. · 2023 · Frontiers in Psychology · 9 citations

    Using education survey data from 153, 317 Grade 4 students and 150, 040 Grade 8 students in China, this study examined the relationship between time on homework and academic achievement and learning anxiety with hierarchical linear modeling (HLM) and classification and regression tree (CART) approaches. With a classification of time spent on homework into four related variables, this study found that, firstly, time spent on in-school homework during weekdays had positive effects on students’ achievement for both grades, and the positive effect was stronger for Grade 8 students than Grade 4 students. Moreover, a maximum of 1 h was recommended for Grade 4 students. Secondly, time spent on out-

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  17. Measuring the effectiveness of online problem solving for improving academic performance in a probability course

    J. A. González, Mónica Giuliano, S. Perez · 2022 · Education and Information Technologies · 8 citations

    Research on impact in student achievement of online homework systems compared to traditional methods is ambivalent. Methodological issues in the study design, besides of technological diversity, can account for this uncertainty. Hypothesis This study aims to estimate the effect size of homework practice with exercises automatically provided by the ‘e-status’ platform, in students from five Engineering programs. Instead of comparing students using the platform with others not using it, we distributed the subject topics into two blocks, and created nine probability problems for each block. After that, the students were randomly assigned to one block and could solve the related exercises throug

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  18. The effect of cooperative learning on academic achievement: A meta-analysis on the relationship between the study group size and effect size İşbirlikli öğrenmenin başarıya etkisi: Çalışma grubu ile etki büyüklüğü arasındaki ilişkiye dair bir meta analiz çalışması

    M. Tuncer, Melih Dikmen · 2017 · journal of new results in science · 7 citations

    The purpose of this study was to determine the effect of cooperative learning on achievement and the relationship between the study group and effect size by means of meta-analysis. Meta-analysis is the method employed in order to statistically analyze the quantitative data collected in independent and multiple studies carried out on similar topics, and to reach a general judgment regarding the results of these studies.  Certain criteria were used in order to decide which researches would be included in the meta-analysis. Based on these criteria, it was decided to include 6 experimental studies in the meta-analysis. As a result, for the six studies, the effect size calculated within 95 % conf

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  21. The Role of Parenting Styles in Schoolchildren’s Homework Motivation, Homework Behavior, and Academic Achievement

    T. Gordeeva, Darina M. Nechaeva, O. Sychev · 2025 · Psychology in Russia · 3 citations

    Background. Previous research highlights the importance of parental support, and in particular parental autonomy support, in homework motivation. However, the joint impact of parental autonomy support and parental control on homework motivation, cheating, persistence, and GPA has not been studied, despite the importance of homework motivation and homework behavior for students’ academic achievement. Objective. To investigate how students’ parental control and parental autonomy support are related to homework motivation and homework behaviors (e.g., cheating and persistence), and academic achievement in Russian high school students. Design. The participants were high school students, N = 526

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  22. Academic vocabulary size as a predictor for early academic achievement - A case study of an easy-to-administer, low-stakes, post-entry test

    Pieterjan Bonne, Jordi Casteleyn · 2025 · Dutch Journal of Applied Linguistics · 2 citations

    This study investigates the predictive value of an academic vocabulary size screening test in Dutch for early academic achievement in higher education, in a context where Dutch is the predominant L1 of instruction. The research compares the performance of an academic vocabulary size screening test with a general vocabulary counterpart, revealing that the academic test exhibits slightly stronger reliability and similar associations with personal and educational characteristics, often with more pronounced effect sizes. Regression analyses demonstrate that academic vocabulary size significantly contributes to predicting Grade Point Average (GPA) and Cumulative Study Efficiency (CSE). However, p

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  23. The effect of E-homework on K-12 students’ academic achievements: a meta-analysis study

    Zhi-Ping Yang, Ya-Ting Yu, Ru-Yi-Chen-Ru-Yi Chen · 2026 · Frontiers in Psychology · 1 citations

    Although E-homework has gained increasing popularity with the digital transformation of education, its actual effectiveness remains widely debated in academia. This study employed a meta-analysis to comprehensively evaluate the impact of E-homework on K-12 students’ academic achievements based on experimental research conducted between 2000 and 2025. Literature was sourced from Chinese databases (CNKI, Wanfang, etc.) and English databases (Web of Science, Science Direct, etc.), resulting in the inclusion of 26 empirical studies that met predefined criteria. In addition to the overall effect analysis, subgroup analyses were conducted. The results revealed a significant positive effect of E-ho

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  24. THE EFFECT OF PROJECT-BASED LEARNING APPROACH ON STUDENTS’ ACADEMIC ACHIEVEMENT: A MIXED META-METHOD

    V. Batdı, Yavuz Topkaya, Shafiyu Jibril · 2024 · Educational Academic Research · 1 citations

    The main purpose of this study is to investigate the effect of a project-based learning approach on students’ academic performance through a mixed meta-method. For this reason, a dual methodological approach meta-analytical of quantitative data and meta-thematic of qualitative data were used in determining the effect size in quantitative dimension, while, in the qualitative dimension the positive and negative aspects together with the recommendation was determined. To this end, meta-analysis was conducted using data from 26 studies and meta-thematic from 8 studies. In order to determine the effect size, CMA and MetaWin were used and the effect size was calculated at a large level with the va

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