Impact of the Homework Implementation Method (MITCA) on student involvement: digital versus paper-based intervention
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Abstract
Homework outcomes depend not only on homework quantity but also on implementation quality. This quasi-experimental pretest-posttest study compared two versions of the MITCA homework method –digital (MITCAdigital) and paper (MITCApaper)– with a control condition in 1,170 students (50.1% girls; Mage = 10.7 years, SD = 0.7) from 5th and 6th grade in 20 schools across Galicia, Spain. Over 12 weeks, participants completed Spanish, Galician, and math homework following the MITCA method conditions. Pretest and posttest measures were collected for cognitive involvement (deep and surface approaches), behavioral involvement (amount of homework, time spent, and time management), and affective-motivational involvement (perceived usefulness, interest, attitude, and anxiety). Compared to the control group, both MITCA conditions showed more favorable behavioral patterns (e.g., task completion and homework time). MITCAdigital was associated with higher perceived usefulness and reduced anxiety, while MITCApaper fostered a more positive attitude toward homework. Regarding cognitive involvement, MITCAdigital was linked to greater use of deep learning approaches. These findings support the relevance of a well-structured homework design. Although both versions promoted student involvement, the digital format stood out for its impact on cognitive and emotional involvement. Combining both formats may optimize students’ overall involvement in homework.
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