Publication Date


Document Type


First Advisor

Miller, Carroll H. (Carroll Hiram), 1907-||Tink, Albert K.

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

School of Education


Homework; Study skills


Statement of the problem. It was the purpose of this study to compare the habits of homework and the attitudes toward homework of low-achieving students with the habits and attitudes concerning homework of high-achieving students of selected classes of seventh and eighth grades in the Hickory Hill Junior High School which is located in Carpentersville, Illinois. Procedure of the study. The procedures of the study included first, a review of the related literature. Next, the selection of the population was undertaken. The high and low achievement grouped classes of both seventh and eighth grades were chosen for this study. The instrument, a questionnaire, was devised to include items pertaining to both habits and attitudes concerning homework and was administered to the four classes during Homeroom period in mid-semester. The population for this study was eighty-two, with thirty-nine In the low-achieving classes and forty-three in the high- achieving classes. Conclusions of the study. The following are the primary conclusions which were made on the basis of the findings of this study. 1. The subject studied seemed to influence the habits of the students concerning amount of homework, taking notes in class, and use of returned work. 2. A great majority of both groups felt that homework helped prepare for tests. 3. High-achieving students reported more conflict of homework with extra-curricular activities than did the low-achieving students. 4. Although the time spent on homework was about the same in length for both groups, the high-achieving students reported that they felt that they did not have too much homework. The low-achieving students did not tend to report this. 5. The low-achieving students spent somewhat more time on outside jobs than did the high-achieving students. 6. The high-achieving students were better organized and more able to describe their habits than were the low-achieving students. 7. The majority of the high-achieving students (eighty-four per cent) plan to go to collage, but the low-achieving students tended to be vague about college and the future in general.


Includes bibliographical references.


ix, 63 pages




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