Relationship between mathematics homework variables and mathematics achivement

The aim of this study was to examine the relationship between mathematics homework variables (family homework support, teacher's homework checking, homework quality, time spent on homework, homework effort and expectation and value beliefs) and mathematics achievement. Relationship of these variables with the math achievement was examined separately in 5th and 8th grades and the results were compared. The sample of the study consists of 591 5th and 8th grade students in five different schools in Hatay province of Antakya. In this study, data were collected with the surveys of which validity and reliability were obtained. Confirmatory factor analysis and multi regression analysis were used. According to findings, there was seen statistically positive and significant relationship with time spent on homework, family support, expectations of students towards homework and homework effort with math achievement. However there was no statistically significant relationship between the quality of math homework, teacher's homework checking and students' value of math homework with math achievement in fifth grade. In eighth grade, there were statistically significant positive relations between time spent on homework and students' expectations towards homework and math achievement. Other variables such as family support, teacher's homework checking, homework quality, value given to homework and homework effort weren't related with eighth grade math achievement. In both grades, there were differences related to relationships between the variables related to mathematics homework and math achievement. Findings were discussed with the studies which take place in literature and suggestions were made for the future studies and educators. Keywords: quality and quantity of homework, family support, teacher's homework checking, expectancy, value, mathematics achievement