This study investigates the effect of homework assignments enriched with metacognitive questions on students’ mathematics achievement and homework behaviors.
Materials and methods:
A quasi-experimental design with pre- and post-test measures and two groups (experimental and control) was employed to investigate the effect of the enriched homework. Forty-four students participated in the study. Data were obtained through the Mathematics Homework Behaviors Scale. First semester mathematics scores taken from students’ report cards were used as a pre-test of mathematics achievement; the mean of second and third examination scores were used as a post-test.
The results revealed a significant difference between the mathematics scores of students in the experimental and the control groups. No significant differences were found between the homework behavior scores of the experimental group and the control group.
The results were thought to be useful for mathematics teachers.