The effect of motivational strategies on the homework completion rate of high school students

This study examined the effects of using motivational strategies to increase the homework rate of high school students. A total of 833 students from five high schools in one school district participated in the two week study. A baseline of homework completion was established. Teachers used three treatment/conditions with Algebra I and English II classes. The independent variables of gender, school, ethnic background, class type, and treatment/condition were analyzed. Overall, students who received individual motivation treatments from their teachers completed more homework than students who did not receive individual praise treatments. Furthermore, students who were offered a reward of a special game day in addition to the individual motivation treatments from their teachers completed even more homework assignments