Running head: ORGANIZED HOMEWORK SPACE 1

Organized Homework Space

Diane D. Jones
Azusa Pacific University Azusa Campus
Master of Arts in Digital Teaching and Learning
EDUC526
Dr. Jennifer Courduff


HOMEWORK SPACE 2

Abstract
Creating an environment conducive for homework is important for all students. When my
granddaughter moved in with us over a year ago we provided a well-lit, clean environment for
her to do homework and her grades improved. Recently her grades have begun to fall again I
wondered if this was due to the lack of organization of her workspace. The research on
organization of homework space is limited, thus data collection will be the final outcome. My
action research project evaluates how organization of homework space affects the grades of my
granddaughter. This project includes selecting a bookcase and organizing her school material for
efficient access. Progress will be charted according to the grades posted on the school generated
website.
Keywords: homework, organize, teenager

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Introduction
My oldest son and I share a residence, along with the expenses, of a small two-bedroom
house. In February of 2013, his daughter, my granddaughter, moved in with us. The first order of
business was to organize enough space for her to call her own and then to provide a clean, well-
lit workspace to do homework as advised by KidsHealth Make sure your teen has a quiet, well-
lit, distraction-free place to study. The space should be stocked with paper, pencils, a calculator,
dictionary, thesaurus, and any other necessary supplies. It should be away from distractions like
TVs, ringing phones, and video games. (Dowshen, Steven, 2013) Her grades were considerably
low. At first the space we provided for her to do her homework was sufficient. She kept her
books stacked neatly off to the side. She has a notebook for every subject and a backpack, to
carry her school supplies. Her grades improved immensely. She finished the 2012-2013 school
year strong.
The 2013-2014 school year started out strong but is now rapidly declining. What could
cause a system that worked so well last year, to not be as effective this year? There is limited
peer-review research on the subject of organized homework space. Some organizations on the
internet agree, Even when students have engaging work that they can do, they have to be
motivated and organized to do it. (Darling-Hammond & Ifill-Lynch, 2006) Further research
indicated that
Arranging the environment or environmental structuring refers to individuals
efforts to structure, control, or regulate certain features of their environment to
make it more conducive for studying and task completion. It involves creating or
arranging a quiet area for studying (e.g., turning off television and moving away
from noise) and asking others (e.g., family members) to keep unrelated
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conversations to a minimum during the study period. It also involves organizing
homework materials, clearing off the table, creating adequate workspace, and
removing potentially distracting materials. (Xu, 2013)
What better way to be motivated than to contribute in how ones study environment is created?
Allowing children some leeway in decorating the homework center can help them feel at home
there, but you should be careful that it does not become too cluttered with distracting materials.
(Dawson) Why is she looking so bewildered at her homework tasks? Even more research
revealed, Motivation and hard work have been identified to be almost equally as important as,
or more important than, cognitive factors in explaining students academic performance.
Students who are highly motivated achieved better grades than their peers. (Yu, 2011) If my
granddaughter has a voice in how to organize her workspace, will she be better motivated to do
the assigned homework? I propose that a bookcase and organizers will need to be provided for
the success of this project.
Implementation
I suggest that my granddaughter accompany me to choose a bookcase that she can
organize her materials in a way that is efficient for her. Once she has everything set up I will
monitor her progress over the course of four weeks using the communication board on her school
website School Loop. I will chart the number of zeroes given weekly for missing
assignments which in turn reflects on her grade for the class.
Results
Week one
Baseline The student has relatively low grades from her norm with a total of 26 zeroes
in one class.
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Day one Assessed current workspace to determine how to make it more effective and
efficient. Took measurements for a piece of furniture bookcase-like that will fit. Made list for
organizing products.
Day two Purchased incline file sorter and shopped for bookcase to no avail.
Day three Shopped for bookcase and found one we agreed on; another project for her
and her dad to work on together.
Day four No work on project accomplished; dyed Easter eggs with granddaughter and
grandson.
Day five Easter Sunday Dad assembled as a surprise.
Day six Back to school as usual.
Week two
Days one five
No data collected; observation only.
Week three
Day one With our plan in place after a full week her grades slipped a bit and the zeroes
increased considerably to 38 zeroes.
Day two Hope is on the horizon. The zeroes dropped to 35.
Days three and four The numbers stayed close at 34 zeroes.
Day five The zeroes shifted around some, yet remained at a total of 34.
Week four
Day one The zeroes have remained at 34.
Day two The zeroes have remained at 34.
Day three The zeroes went up to 36.
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Day four Data remained the same.
Day five Data remained the same.

Data Collection
Baseline Week Three Day One










0
2
4
6
8
10
12
14
Baseline
Week 2
No Data
Collected
Week 3
Week 4
7
0
8
7
6
0
7
7
2
0
2
2
1
0
2
2
10
0
12.5
17
#REF! US History Chemistry Spanish II English III
Average Zeroes per Class Weekly
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Week Three Day Two Week Three Days Three and Four







Week Three Day Five Week Four Day One

Week Four Day two Week Four Day Three





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Week Four Day Four Week Four Day Five







Conclusions
Based on the data of this action research it seems that having and keeping a workspace
well organized does not necessarily impact the number of zeroes. Nor does the number of zeroes
necessarily impact the grade depending on the class. I observed that organized homework space
did motivate her to do her homework consistently. After school she would immediately walked
over to her work space, set down her homework, get organized, and begin. She was cheerful on
most days and continued to work without complaint. It also made dinner more enjoyable as it
shares the same space. For a positive, productive work environment in my classroom, my
students will be encouraged to have their desks organized and clear of clutter.
General Comments
Inasmuch as the zeroes can and do affect grades it does not seem to be the case for my
granddaughter. The study also revealed that the number of zeroes does not necessarily reflect on
her grades nor are the zeroes necessarily for lack of homework. A zero could be a result of not
having a notebook on the day of notebook check or not turning in assignments during class time.
Her grades only varied a half a grade in some instances and the zeroes varied from 26 to 38
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depending on the class. To determine what the cause of the zeroes are and the effect they have on
the grades for each class, this study will need to go further in-depth. Attendance is not an issue,
however low test scores is. I would inquire if my granddaughter likes the teacher or does she
have trouble with memorization? What other elements could contribute to low grades other than
zeroes?

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References
Darling-Hammond, L., & Ifill-Lynch, O. (2006). If They'd Only Do Their Work!. Educational
Leadership, 63(5), 8-13.
Dawson, P. (n.d.). Homework: A Guide for Parents. Retrieved May 5, 2014, from NASP
Resources: http://www.nasponline.org/resources/home_school/homework.aspx
Dowshen, Steven. (2013, September). Helping Your Teen With Homework. Retrieved May 11,
2014, from KidsHealth:
http://kidshealth.org/parent/positive/learning/help_teen_homework.html#
Xu, J. (2013). Why Do Students Have Difficulties Completing Homework? The Need for
Homework Management. Journal of Education and Training Studies, 1(1), 98-105.
Yu, D. D. (2011). How Much Do Study Habits, Skills, and Attitudes Affect Student Performance
in Introductory College Accounting Courses?. New Horizons In Education, 59(3), 1-15.