Year: 2011
Type: preprint
Abstract: By using data from 16 OECD countries who participated in TIMSS 2007, this paper analyzes the effect of assigning homework on student achievement. The identification rests on within-student variation in homework across subjects in a sample of students who have the same teacher in both mathematics and science. Unobserved teacher and student characteristics are conditioned out of the model by applying a difference-in-difference approach. We find a modest, but statistically significant effect of homework.
Authors: Torberg Falch, Marte Rønning
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1514463208