Teacher-Written Comments and Differing Frequency of Homework: Their Effect on Pupils' Mathematics Achievement

This study reports the effect of teacher written comments on pupils' Mathematics and differing frequency of homework on pupils' Mathematics achievement. It utilized a pretest-posttest quasi experimental control group design to gather the data. This study was administered at Claveria Central Schoolin Claveria, Misamis Oriental among grade five pupils. The analysis of covariance was used to analyze the data collected because the participants were intact classes devoid of randomization. Results disclosed that the frequency of homework, whether given daily or twice a week does not affect the mathematics achievement of the pupils. Pupils with daily homework are as good as those with twice a week homework. The feedback system, as given on the quizzes of the pupils affect the achievement of scores of the pupils. The pupils with comments on their quizzes performed better than those without comments. The achievement score of pupils as influenced by feedback on quizzes does not interact with the achievement scores as influenced by the frequency of homework. The researcher suggests that teachers should indicate correct answers, solutions, and favorable remarks in addition to giving grades when checking quizzes since it enhances the achievement of the pupils. Quizzes should be returned with correct answers, solutions and favorable remarks and grade by a mathematics teacher.

Keywords: Written comments, homework, feedback