.

. .

.
2011


... ...
... .

...

...
...
...

...







.


.

.



.

Declaration
The work provided in this thesis, unless otherwise referenced, is the
researcher's own work, and has not been submitted elsewhere for any other
degree or qualification.

Student's name:

Signature:

Date:

11

1.1

2.1

3.1

4.1

5.1

6.1

7.1

10

8.1

11

13

1.2

14

1.1.2

14

2.1.2

15

3.1.2

16

4.1.2

18

5.1.2

18

6.1.2

19

7.1.2

20

8.1.2

21

9.1.2

22

10.1.2

23

11.1.2

244

12.1.2

25

13.1.2

25

14.1.2

27

15.1.2

28

16.1.2

29

17.1.2

30

2.2

32

1.2.2

32

2.2.2

46

3.2.2

52

53

1.3

54

2.3

54

3.3

55

4.3

55

5.3

58

6.3

62

7.3

63

8.3

63

9.3

65

10.3

66

67

1.4

68

2.4

68

1.2.4

68

2.2.4

72

3.2.4

73

4.2.4

74

75

1.5

76

2.5

76

1.2.5

76

2.2.5

78

3.2.5

79

4.2.5

79

3.5

81

4.5

81

83

90

Abstract

)(1

54

)(2

55

)(3

56

)(4

) (

59

)(5

)(
) (

60

)(6

61

)(7

62

)(8

65

)(9

((Tow Way Anova

69

) (10

70

)(t
) (11 )(
.

71

)(1
)(2
)(3
)(4

.

) (.

) (.

) (.

70
72
73
74

)(1

91

)(2

122

)(3

126

)(4

130

)(5

133

)(6

)(7

)(8
)(9

134

135

136
137

.
. .

)(
:
.1

.2
.3
) (


) (130
) (2010-2009
)(
) 65 ( ) 30 35(

 ) 65 ( )30
35( .



)(


) (0.96

SPSS

) (.

) (
.

) (

.

1.1

2.1

3.1

4.1

5.1

6.1

7.1

8.1



1.1



)(




.
) (2007







.
) (2003
.
2

 ) (1998








.
) (2006&cornoxu




.



.
) (1999



3


.




.
) (2008





.
( ) 2001





.

 ) (2006
:
.1
.
.2



.3

.
.4
.
.5

.
.6
.


.
) (2008
:
.1
.
.2
.
.3

.
.4
.
.5

.
.6
.
.7
.

 ) (2002


.
) (2002
)
(

.






.
2.1


)(
:

:


) (
3.1
.1 ) (=005
)
( .
.2 ) (=005

) (.
.3 ) (=005

) (.
.4 ) (=005

) (.

 4.1


)( .
5.1



)(




.
6.1
:
.1 :
.
.2 :

.
9

 .3 : .2010-2009
.4 .
7.1
:
" : " ).(2006
"
" ) .(Cooper, et. al. 2001
"
" ).(1995
"


) .(2002


.
: ).(2000

.
10

 : ).(2003
: ).(2002
/ ) :(Knowledge

).(Bloom, 1956
) :(Comprehension
) ( )
(
).(Bloom, 1956
) :(Application

).(Bloom, 1956
8.1



2010-2009
11



) ( ) (








spss

.

12

1.2
2.2

13



1.2
1.1.2


.






).(2008







.
14


) (



).(2007
2.1.2



.

.


).(2010

).(Cooper,et al., 2000

).(2009

15

 3.1.2
:
.
.
.
) (.
.
.
).(2009
:
- :
- 1 .
-2 .
-3 .
-4 .
-5 .
-6 .
16

 -7 .
-8 .
-9 .
-10 .
-11 ).(2003
- :
-1 )
(.
-2 .
-3 .
-4 .
-5 "
.
-6 .
-7 .
-8 .
-9 .
-10 ).( 2003
17

 - :
-1 .
-2 .
-3 .
-4 .
-5 .
-6 ).( 2003
4.1.2
.
.1 .
.2 .
.3 .
.4 .
.5 .
.6 ).(2008
5.1.2


18











.



).(2003
6.1.2
:
) (1 .
) (2 .
) (3 ) (.
) (4 .
) (5 ).(2009
19

 7.1.2
:
.1
.
.2 .
.3
.
:
.1
.2
.3
.
.4 .
:
.1 .
.2 .
.3 ) (.
.4
).(2002
20

 8.1.2
:
-1 :
. . .-2 :
. . -3 :
. . ).(2009
:
) (1 .
) (2 .

21

) (3 .
) (4
) (5 .
) (6 .
) (7 .
) (8
.
) (9 .
) (10 .
) (11 ).(2006
9.1.2



.

22


.
:
. . . ).( 2003
:
. . . ).( 2003
10.1.2
.1
.
.2 .
23

 .3 .
.4 .
.5 .
.6 .
.7 .
.8 .
.9 .
.10
.
.11 ).(2007
11.1.2
. . . . . - .

24

 ) .(2002
12.1.2
:
.1 .
.2 .
.3 .
.4 .
.5 .
.6 .
.7 .
.8 ).(2006
13.1.2



.
:
25

 :
.1 .
.2 .
.3 .
.4 .
.5 ).(2001
:
.1 .
.2 .
.3 .
.4 .
.5 .
.6 .



).(2008

26









.



).(2004
14.1.2
-
:
.1
.
.2

.
.3
.
27

 .4 .
- :
.1

.2
.
.3
.
.4
.
.5
.
.6
).(2009
15.1.2
:


.
28

 :
1 .
2 .
3 .
4 .
5 .
6 .
7 .
8 .
9 ).(2010
16.1.2








29












).(2006
17.1.2
:
. . 30.
. .
- .

30

 . .
.

.
.

.

).(2006

31

 2.2
1.2.2 :
) (2008 )
(.

)
(.
:
.1
.2
) (

) (96830
2007/2006
) (1467 )51

( ) (606 (861)

.
:

32

 .1 ) (363

.
.2

.
.3
.

.
.4 )
(

:


.
)2008( )

(.


33

) (
:

) -: (

.

) (25 ) (25
)(
).(2008 2007




.


) (050

) ( :
-1
.

34

 -2

.
)2008( )


:
.1
.2
.3




.
:
-1
.
-2
.

35

 -3
.
-4
.
-5

.
)2006( )
(

)
( .


) (2006 2005 ) (148

) (=005

.
:

.
36

 )2006( )
(


:




) (132 ) (70 )(
) (62
)(
.






.
)2006( )

(.
37


.

)(2006 2005

.




.
)2005(

) (172 .


.
)2003( )
) ( (
)
( .
38


.
) (
)
( .
""
:

) (
) (=005
)
( ) (
.
) ( .
)2003( )
(.

.
:


.
39

 ) (62

)2003 / 2002(



.


:
-1 .
-2
.
) (2002

) (720
) (260 ) (270 .



.
) 2002( )

(.
40


) (
:
)
(

) (200 % 25
) (1060 % 10
)2001(.

) (92,0 ) (94,0 .

) (=005

) (=005
:
.

) :
(

. ) :
(

)
41

 (

.
)2002(


. ) (56



.
) (2001 )

(.

2001 / 2000
) (52 22 27 3
1827 ) (810 ) (922 ) (95
3 117 .
42






.


)
( .



.
)1999( )
(.


:

43


4
)(
)( ) (104
)53 51( ) (101 )49
52(

) ( ).(8783




.
)1998( )
(.



)1997(.
) (140



44



.

) (t



.


.
)1995( :
.1
.
.2 .
) (111 ) (115


.
) (% 98.2
.
45

 2.2.2
) (Knollmann & Wild, 2007

) (
. ) (181




.
) (Xu,&Corno,2006

. ) (238
Tennessee




.
) (Sharp,et.al.. 2001
) (2001- 1988


46


.
) (Cooper,et al., 2001

) (28 ) (428
) (428


.
) (Cooper,et al.,2000

. ) (709



.
) (Mcghee,2000 "
"

) (86

) ( )
( :
47

 -1
.
-2
.
) (Cantarella,2000 "
"

.

.

.
) (Fowler,2000









48










.
) (Hong and Milgram, 1999
) (115 )(104
Tennessee ) (134 )(138



.
) (Balli,1997 "
"

) (
) (74
) (20

49




.
) (Deborah,1996







.
) (Townseend, 1995




.

.
) (Kazmierzak, 1994
.
50

 ) (13
) (2
) (1 ) (0

%1 .
.
) (Harris,et al, 1993
) (57


.

.
) (RUSS, 1992


) (72 :
- .
- .
- ) (.

) (
) ( .
51

 3.2.2

:
) (2008 ) (2002 ) (2002
) Sharp,et al.(2001 ) Deborah (1996,







: )(1998 ) (2008
) (2003 ) (2005 ).RUSS(1992

.



.

52

1.3
2.3
3.3
4.3
5.3
6.3
7.3
8.3
9.3
10.3

53





.
1.3
-
-


.2010-2009
2.3

-2009
2010 )(3513 )(1764) (1749
) (1 .
) :(1

1764

1749

3513

54

 3.3

) (130




)( )(.
) 65 ( ) 30 35(
) 65
( )30 35(
) (2 .
) :(2

30

35

65

50

30

35

65

50

60

70

130

100

4.3


55

 ) (72
) (12 ) (40
) (10 ) (5 .
) (3
2010\ 4\4 2010\ 5\23.
- 1 - 4\4 4\ 11
- 2 -4\12 4\19
- 3 - 4\20 4\27
- 4 4\28 5\5
5 - 5\6 5\13
6 - 5\16 5 \23
) :(3
4\4

4\ 11
2

4\12

56

4\19
3

4\ 20

4\27
4\28

5\5
5\6

5\13
5\16

5\23

57


12

) (1 .
5.3

) (4
) (
.

58

 ) :(4
) (

)(7

10-12-14-2

)(

)(8

. 1

22-25 -16-15

)(9

)(10

6-8-3-17

.
2

13-11-18-4-7 .
)(11

.
23-24-20-21

)(12

19-9-5-1

11

* = 10025 11

= 44

* = 100 25 9
59

= 36

25

* = 10025 5

= 20

:
: :

25




) (SPSS
) (
) (5 .
) :(5 )(
) (

)(

65

13.97

5.525

65

14.74

5.403

0.80-

* )( =005
* )(128

60

0.42

 ) (5
) (0.42
) (=005

) (2 .
: :
) (6



25
) ( )(6
:
) :(6

11

25

36

20

100

44

) (3 .



) (4 .

61

 6.3
) (6

.
.








) (5 .


25
) (7-:
) :(7

)(11

23\22\21\18\17\12\11\6\3\2\1

)(9

24\20\19\15\14\13\10\7\5

)(5

25\16\9\8\4
62

 7.3


) (Test- Retest Method

2010 /2009 30
) (14
) (960

)(40
) (25.
8.3

:
.1
2010/1/27.
.2
2010/3/2 ) .(6
.3 2010/3/23

) .(7

63

 .4
2010/3/23) .(9 8
.5

)(
)( .
.6 .
.7
.
.8
) (12-7

.
.9

/
.
.10


2010/4/1.
.11 2010/4/4
2010/5/ 23.

64

 .12 2010/5/23

.
9.3









) (65
) (65
)(8 :
) :(8

G1 O1 X O2
G2 O3 O4

G3 O5 X O6
G4 O7 O8

) ) (G2G1 (G4G3
)
(

65



.
:
: ) (
.
: )
(.
10.3

) (SPSS
:
-1) (t ) (Independent t-test
.
-2 ) (Tow Way Anova
)( .
-3) (t )(
.

66

1.4
2.4

67



1.4


.

) (SPSS
) (
) (t )(Independent t-test




.
2.4
1.2.4
"
) (=050
) ( ".
)(Tow Way Anova

68

 ).(=050
).(9
) :(9 ) ((Tow Way Anova

""

2.257

2.257

0.102

0.750

1299.392

1299.392

58.790

*0.000

0.872

0.872

0.039

0.843

2784.871

126

22.102

49025.000

130

* )(=050
* )(129
) (9
:(
() (
) (000
) (=050


) (750
) (=050


69

 ) (840 ) (=050

) (1
.

) (1 .

:
) :(10
.

30

21.70

3.734

35

21.80

4.107

65

21.75

3.909

30

15.20

5.410

35

15.63

5.309

65

15.43

5.318

70

 ) (10
) (7521
) (4315

.
) (t
)(
)(11
:
) :(11 ) (t
)(
.

)=(65

)=(65

9.58

1.767

6.86

)(

6.96

*0.00

4.52

*0.00

7.72

4.37

1.615

1.039

5.34

3.25

2.079

1.358

* )* (=050 )(128
71

2.609

5.29

*0.00

 2.2.4
"
) (=050
) (".
) (11

) (000
) (=050

)11(

) (589
) (866


) (2
) (.

) :(2 )
(.
72

 3.2.4
"
) (=050
) (".
) (11

) (000
) (=050

)9(

) (727
) (345


) (3
) (.

) (3 )
(.
73

 4.2.4
"
) (=050
) (".
) (11

) (000
) (=050

)5(

) (374
) (253


) (4
) (.

) (4 )
(.
74

1.5
2.5
3.5
4.5

75



1.5



.
2.5
1.2.5
" ) (=050
)
( ".


.

" )(=050
)
("
"
)(=050
".
76






.

: ) (2008) (1998 )(2002
) (2002) (2005 ) (2003 ) Deporah(1996
) Sharp,et al., (2001 ).Russ (1992

) Cooper,et al.(2001
.



.

) (2008 ) (1998
)(2002 ) Xu,&Corno (2006 )et al.,,Sharp(2001
) Harris,et al.(1993

77


.
2.2.5 :
" ) (=050

) (".

) (" .

" ) (=050

) (".




.

: ) (2008 ) (1999 ).(2002

78

 3.2.5
" ) (=050

) (".

) (" .

" ) (=050

) (".



.

: ) (2008 ) (1999 ).(2002
4.2.5
" ) (=050

) (".

) (" .
79


" ) (=050

) (".





.

: ) (2008 ) (1999 ).(2002
:


)( ).(=050




.

80

 3.5
:
-1
.
-2
)(
.
-3
.
4.5
:
- 1
.
-2 )(
.
-3 .
-4
.
-5 .

81

 -6
.
-7

.
-8

.
- 9
.

82



) ".(1998 "
:.
) ".(1999
"
:.
)".(2002
"
:.
)".(2002
"
:.
) .(2010 -

www.ssfcm.org/ssfcm_ar/index.php

) ".(2003
"
)( 2003/17 .
)2008(" .

83

 "
.
) .(2006

.
) .(2009

www.yzeeed.com/up/uploads/files/yzeeed-3ec3bf6106.doc

) .(2009

http://djelfa.info/vb/showthread.php?p=1411706
)http://nashiri.net/articles/social/1888-o--.html .(2004
).(2003
http://www.khayma.com/eshraf/work.htm
) .(2008
)(
http://www.multka.net/vb/showthread.php?t=20547
(". (2001

"
:.

84

 ) (2006 -
http://www.islamweb.net/media/index.php?page=article&lang=A&id
=137118

) " .(2008
"
(3)22:.
) .(2008
http://www.alfaseeh.net/vb/archive/index.php/t-33692.html..
) .(2010
www.zulfiedu.gov.sa/vb/attachment.php?attachmentid=7806&d
) " .(1995
" .54\15
) " .(2005

" :.
) " .(2008
"
.
)) 2003
http://www.schoolarabia.net/educatio...t/ta3inat1.htm .

85

 ).( 2003 .
http://www.angelfire.com/mn/almoalem/wajebat.html
) .(2007 _
http://www.multka.net/vb/showthread.php?t=21794
)http://www.eshraka.com/web/pages/Details.aspx?Id=1178(2007
) .(2009
http://www.multka.net/vb/archive/index.php/t-1598.html
" .(2002).
" :
.
) .(2002

http://yakut.blogspot.com/2007/08/blog-post_9907.html
) ".(2006
"
:.
) .(2002
http://bafree.net/alhisn/showthread.php?t=9971 .
) .(2007
www.wpvschool.com/forums/archive/index.php/t- .
2227
86

 ) ".(2003
"
.
) " .(2006

"
.
) .(2000

:.
:
Balli , S.(1997). The effects of differential prompts on family
involvement with middle-grades homework (sixth graders).
University of Missouri-Columbia (0133) Degree: PHD , DAI-A 57/09.
3861.
Bloom, B.S., Ed.(1956). Taxonomy of educational objectives: The
classification of educational goals: Handbook I, cognitive domain.
New York: Longman.
Cantarella, A. (2000). Parent feedback to teachers and its association to
student feedback: Does Johnny tell mommy?. University of lowa
state (0097) Degree: PHD, DAI-A 61/02 ,p:4043.
87

Cooper, H Lindsay , J.& Nye , B.(2000)."Homework in the home how

student ,family and parenting-style differences relate to the
homework process ". Contemporary Educational psychology.25 (4).
464-487.
Cooper,H. Jackson , K. Barbara,N. & James,J.(2001)."A model of
homework's influence on the performance evaluations of
elementary school student ".Journal of ExperimentaL Education
69(2).181-200.
Deborah, w. T. (1996)." Implementing study strategies in mathematics
classroom". California a state University, Northridge.
Fowler, Kristi Stroud (2000). Understanding home schooling: The
perceptions of three case study families of approach, process, and
outcomes. Dissertation Abstracts International, 61(6). 22.
Harris, S. Nixon , J. & Rubbuck , J. (1993). " School work, Homework and
Gender and Education". 5(1). 3-14.
Hong, E. & Milgram , R. (1999). " Preferred homework style and
homework environment in high versus low achieving Chinese
student," Educational Psychology. 20(2). 125-137.
Kazmierzak, Karen- s. (1994). "Current wisdom on homework and the
effectiveness of a homework checking system", Exit research
project, Indiana University at south Bend. ERIC. No. Ed, 371868.
88

Knollmann M.& Wild , E.(2007). " Quality of parental support and

students' emotions during homework: Moderating effects of
students'

motivational

orientation

".

European

Journal

of

Psychology of Education.22(1). 63-76.

Mcghee, j. (2000). The effect of a computerized grade book reporting
system on homework completion in a private elementary school.
University of Miami (0125) Degree:PHD, DAI-A 61/05, p:1909.
Russ, David Allan. (1992). "The use of programmed writing as a
treatment for anxiety (Writing therapy)". DAI, Vol. 53, No.6,
P.3165.
Sharp , C. keys, W. Benefield , P. Flannagan, N.sukhnandan, L. mason , K.
awker, J. kimber, J. kendall , L.& Hutchison , D. (2001). "Recent
Research on Homework: An Annotated Bibliography", Retrieved June
12,

2007

from:

Http://www.nfer.ac.uk/publication

other-

ublications/downloadeble-reports/recent-research-on-homework-anannotated-bibliography.Cfm.
Townseend,S. (1995) "The effect of vocabulary homework on third
grade achievement" ,M.A.Kean college of New Jersey.
Xu,J.&Corno ,L. (2006). "Gender, family help, and homework
management reported by rural middle school students". Journal of
Research in Rural Education. 21(2).

89


) (1
) (2
) (3
) (4
) (5
) (6
.
) (7

) (8
) (9

90

 )(1




)(72
) (12 ) (40
) (12

:
) (12 ) (6
- 1 - 4\4 4\ 11
- 2 -4\12 4\19

- 3 - 4\20 4\27
- 4 4\28 5\5

5 - 5\6 5\13
6 - 5\16 5 \23

91

) (1

:
-1 .
-2 .
-3 .
:
.
:
.
: .
) (.
-1

.): () -:( )
.
(


. :
.:
....



.
.
92

 -2
.

.


.
:
.

.
.
:
) (

.

93


)(1

------------------- :

) ----(-----

----------------- :

.
.


.

94


)(2

------------------- :

) ----(-----

----------------- :

95


)(3

------------------- :

) ----(-----

----------------- :

:

.


.

.
-

96

) (2



:
-1 .
.
-2
:
) (.
:
-1
.
-2

) : (.
) (.
.:
.


:
.
:
. ) ( .


)( .
.
.
97

 .) :
(

.
:

:
. .
:

.

98


)(1
------------------- :

) ----(-----

----------------- :

99


)(2

------------------- :

) ----(-----

----------------- :

:


-

)
.........................................................
(
)
............................................................

100


)(3

------------------- :

) ----(-----

----------------- :

101

)(3

:
-1 .
-2 .
:
) (
:
-1
.
-3
.
:
) (.
) : (.
-1

.



.

102

 -2
( ) (
):
.
-3 ) (
( :
) ( )

.
-4
.
.

.
:
. :

.
.
:

.

103


)(1
------------------- :

) ----(-----

----------------- :

104


)(2

------------------- :

) ----(-----

----------------- :

105


)(3

------------------- :

) ----(-----

----------------- :

:.

................................................

:.


............................................................

:.

-

................................................................

106

) (4

:
-1 .
-2 .
-3 .
-4 .
:
) (O.H.P
:
-1
.
-2
.
: .
) : (.
-1


...

. . :
.
.
107


.
-2 )
< ( ) (
) ( .
) (
. ) ( )(
.


.
-3
)( : ) (
.
)( .
.
:
) (.
) (
.
:
) (
.

108


)(1

------------------- :

) ----(-----

----------------- :

109


)(2

------------------- :

) ----(-----

----------------- :

:


-

:
:

110


)(3

------------------- :

) ----(-----

----------------- :

111



) (5

:
-1 .
-2 ) (.
:
) ) (O.H.P .
:
-1
.
-2
.
:
) (
:
) (.
(
-1 ) :
.
. )
( ) (
)( .
) (
:
.
112

 .
.

) ( .
-2 ) (


.

.
:
.. )( ..
(
)( )
:
.
.

113


)(1

------------------- :

) ----(-----

----------------- :

114


)(2

------------------- :

) ----(-----

----------------- :

115


)(3

------------------- :

) ----(-----

----------------- :

- :

.


:

:.
:.
:.

116

) (6


:
-1 .
-2 .
-3
.
:
) (.
:
-1
.
-2
.
:
) : (.
-1 ) :

. ) ( .



.

.
117

 (
-2 )
) : (


(

)


.

.
(
-3 ) :
)(

:



.
: :
( )(
) :
.
:

-: .

.
-:
.

118


)(1

------------------- :

) ----(-----

----------------- :

119


)(2

------------------- :

) ----(-----

----------------- :

120


)(3

------------------- :

) ----(-----

----------------- :

:
-

121

 )(2

) (
/.......... .........

- 1
.
-2 / .
-3 40 .
-4

.

:

122

------------------------ :
------------------- :
) (---------

: .

)-------------------- (----------------------- :
( :
(1 )
-

(2 :
-

(3 :
-
(4

) (:
-

(5 :
-

(:

(6 )
-

(7 :


-

(8 :.........
-

-
123

 (9 ) :(.....
. -

! -

( :
(10 )

(11 )(:
-

( :


(12 )

(13 :

(14 )(:

(15 :

(16 ) (.

(17 ) ( :

(18 :

-
124

 (19 :

(:


(20 )

(21 :

:


(22

(23 :

(24 :

(:
(25 )
-

125

 )(3

) (
/.......... .........

- 1
.
-2 / .
-3 40 .
-4

.

:

126

------------------------ :
------------------- :
) (---------

: .

)-------------------- (----------------------- :
( :

-1 )

-2 ) (
-

:


-3

( :
-4 )
-

:

(



) -5
-

(:

-6 )
-

-7 :
-

:
-8

-9 :
-

-10
-

-



-
127

-11

-
-12

" :
) ( "

-
-13

) ( :

-14

) ( :

-15 :

(:
-16 )
-

( :
) -17
-

-18 :
-

( :
)
-19



-

-20 :
-

-21 ) ( :
-

-
128

 - 22 :

:
- 23

(:

- 24 )

- 25 :

129

 )(4

:
" "







:

130

)(7

10-12-14-2
)(8

22-25 -16-15

)(

.
.
1 .

)(9

6-8-3-17

)(10

13-11-18-4-7
)(11

23-24-20-21
)(12

.
.
2

.
.

19-9-5-1

11

25

= 44 = 10025 11

= 36 = 100 25 9

= 20 = 10025 5
131

11

44

36

20

23\22\21\18\17\12\11\6\3\2\1

24\20\19\15\14\13\10\7\5

25\16\9\8\4

132

25
100

 )(5


.....
"
"

.




.

133

 )(6

134

 )(7

.

135

 )(8
.

136

 )(9
.

137

An-Najah National University

Faculty of Graduate Studies

The Effect of Using Homework Assignments

on the Achievements of Elementary School
Pupils in Tulkarm Governorate

By

Safwat Hesham Husne Abdel-Rahman

Supervised by

Dr. Fawaz Aqel

Prof. Ahmad Fahim Jabr

Submitted in Partial Fulfillment of the Requirements for the Degree of

Master in Curriculum & Methods of Teaching, Faculty of Graduate
Studies, at An-Najah National University, Nablus, Palestine.
2011

The Effect of Using Homework Assignments on the Achievements of

Elementary School Pupils in Tulkarm Governorate
By
Safwat Hesham Husne Abdel-Rahman
Supervised by
Dr. Fawaz Aqel
Prof. Ahmad Fahim Jabr

Abstract
This study aims to exploring the effect of using homework on the
Fourth grade students' achievement levels of the Elementary Schools in
Tulkarm Governorate, and how the low levels of thinking in Bloom's
Taxonomy (knowledge, comprehension ,and application), will be affected
by homework.
The problem of the study has been limited for to answering the
following questions:
1. What is the effect of using homework on Fourth Grade students'
achievement in Tulkarm Governorate?
2. What is the effect of using homework on students' achievement
according to sex variable (males and females)?
3. What is the effect of using homework on students' achievement
according

to

low

levels

of

Bloom's

Taxonomy

(knowledge,

understanding, application)?
The population of the study included all Fourth Grades at
government Schools in Tulkarm Governorate.
b

A sample of (130) students (males and females) from the Fourth

Grade from Bala' Boys' School and Bala' Girls' School in Tulkarm
Governorate in the Second Semester (2009 - 2010).
The sample was randomly chosen and divided into two groups:
Experimental group, the males and females, were taken from
sections (A) and for the control group the males and females, were taken
from section (B). The experimental group consisted of sixty-five (65) male
and female students. (Thirty males and thirty-five females), these students
have been taught the learning material by using homework.
The control group consisted of sixty-five (65) students, (Thirty males
and thirty -five females), these students have been taught the material by
using the traditional method without giving them homework.
The achievement test was prepared after the preparation and
reviewing the learning material. Six lessons from Arabic language syllabus
were analyzed.
This analysis includes aims, methods, specification table and
homework which is prepared according to Bloom's low levels (knowledge,
understanding and application).
The teaching material, the homework and the achievement tests have
been given the jury who are specialized and experienced to test the validity
of the study instrument.
c

The researcher has also used (Test- Retest Method) to calculate the
stability of the test which was (0.96) and this is a good value that achieves
the aims of the study. This study has been applied on the sample and the
results of the achievement test have been treated by using statistical
packages for the social science in order to identify the effect of using
homework on the Fourth Grade students' achievement levels in the syllabus
of the Arabic language according the low levels of Bloom's Taxonomy
(knowledge, understanding, application).
The results of study have shown that there is a significant success in
the achievement post-test at the knowledge level, understanding level, and
at the application level (according to Bloom's Taxonomy) in favor at the
experimental group in the Arabic language, They have also shown that
there is homogeneity between the males and females through the
interaction between the teaching method and sex variable.
In light of the study results, the research recommends that there is a
necessity for using different kinds of homework according to Bloom's
Taxonomy of low levels (knowledge, understanding, application) in
teaching the basic stages in Tulkarm Governorate to increase the
achievement levels. She also recommends and carrying out further studies
to search more in homework and its efficiency.