The Effect of Homework on Mathematics Achievement of Sixth Grade Elementary School Students in Urmia

The aim of this study was to investigat the effect of homework on mathematics achievement of sixth grade elementary students in Urmia. The study was a quasi-experimental research with pretest - posttest design and control group. The statistical population consisted of all sixth grade students during the academic year 1393-1394 in Urmia. The sampling method was multistage random sampling in which 60 students in three experimental and one control groups (each including 15 students) were selected. To gather the data, the participants’ mathematics achievement tests scores, and Ravens standard progressive matrices were used. To analyze the data, the researchers used covariance analysis. The results showed that all three types of assignment, practice, preparation, and combined, have an effect on the participants’ mathematice achievement, but the effect of combined assignment (practice and prepation) were more than the effect of practice and preparation alone. Also, the effect of preparation assignment was far more than practice assignment. Based on the findings it can be concluded that teachers and education staff can assign practice and preparation assignment together to improve studentsʼ educational outcomes