McCoy, 2009). Culturally relevant homework accounted for individuality with differentiation for different learners and for different interests. For the analysis of the second focus question, which asks how learners, teachers and administrators feel about homework, student surveys, student reflections, teacher interviews and administrator interviews were used. The student surveys were analyzed using a chi-square test and Cronbach’s alpha. The chi-square test was used to determine if the observed frequency of responses were equal to those expected to occur by chance. This test was used to determine which questions were significant in the survey. Significance was reported at the .05, .01 and the .001 levels. p < p < p < The student surveys consisted of 13 questions, with item numbers five through thirteen pertaining to homework. Item five had a chi-square result of (3) = 61.91, χ² .001. The student responses were significant at the sometimes response variable for p < this survey question. A significant number of students stated that their family sometimes helped them with their homework. Item six had a chi-square result of (3) = 150.82, χ² .001. The student responses were significant at the never response variable for this p < survey question. A significant number of students stated that they never turned in homework that someone else completed. Item seven had a chi-square result of (3) = χ² 45.30, .001. The student responses were significant at the agree response variable for p < this survey question. A significant number of students stated that they think homework will give them a deeper understanding of the material presented in class. Item eight had a chi-square result of = 28.09, .001. The student responses were significant at the p < χ²(3) agree and strongly agree response variable for this survey question. A significant number of students stated that they agreed and strongly agreed that doing homework would help
McCoy, 2009). Culturally relevant homework accounted for individuality with differentiation for different learners and for different interests. For the analysis of the second focus question, which asks how learners, teachers and administrators feel about homework, student surveys, student reflections, teacher interviews and administrator interviews were used. The student surveys were analyzed using a chi-square test and Cronbach’s alpha. The chi-square test was used to determine if the observed frequency of responses were equal to those expected to occur by chance. This test was used to determine which questions were significant in the survey. Significance was reported at the p < .05, p < .01 and the p < .001 levels. The student surveys consisted of 13 questions, with item numbers five through thirteen pertaining to homework. Item five had a chi-square result of χ² (3) = 61.91, p < .001. The student responses were significant at the sometimes response variable for this survey question. A significant number of students stated that their family sometimes helped them with their homework. Item six had a chi-square result of χ² (3) = 150.82, p < .001. The student responses were significant at the never response variable for this survey question. A significant number of students stated that they never turned in homework that someone else completed. Item seven had a chi-square result of χ² (3) = 45.30, p < .001. The student responses were significant at the agree response variable for this survey question. A significant number of students stated that they think homework will give them a deeper understanding of the material presented in class. Item eight had a chi-square result of χ²(3) = 28.09, p < .001. The student responses were significant at the agree and strongly agree response variable for this survey question. A significant number of students stated that they agreed and strongly agreed that doing homework would help
SELBIE%20final%20final.docx