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Bryan, T. and Burstein, K. (2004) Teacher-selected strategies for improving homework completion. Remedial and Special Education, 19, 263-275. http://dx.doi.org/10.1177/074193259801900502

has been cited by the following article:

• TITLE: Using Mobile Device to Increase Student Academic Outcomes in Qatar

  AUTHORS: Ramzi Nasser

  KEYWORDS: Mobile Devices; School Assignment; Frequent Reminder; Qatar; Mathematics

  JOURNAL NAME: Open Journal of Social Sciences, Vol.2 No.2, January 9, 2014

  ABSTRACT: The purpose of this study was to investigate the impact and use of mobile learning tools out of school work. The study determined whether the school assignment prompts has improved student outcome in a mathematics classroom. The general methodology is a quantitative-experimental design; one group of students were administered a higher frequency mobile assignment prompt, a control group was administered a low frequency mobile assignment prompt and a third assigned homework in a traditional manner (in-class handouts). The three groups were matched based on equal aptitude and hence were randomly assigned either in the control or experimental groups. The findings showed that among the high frequency reminder group had increase of return rate and math achievement scores compared to the low frequency and traditional group. We underline the importance of classroom strategies in the improvement of student learning practices by engaging teacher and students with appropriate technologies. The strategies suggested in this study could be implemented in teacher daily school repertoire and could be generalizable to all schools in Qatar.