Date Approved


Embargo Period


Document Type


Degree Name

M.A. in Special Education


Interdisciplinary and Inclusive Education


College of Education

First Advisor

Kuder, S. Jay


Homework; Learning disabled teenagers--Education


Special Education and Teaching


The purpose of this study was to answer the following question: will secondary students who are in self-contained, resource center, or inclusive classrooms improve their homework practices and attitudes after using a self-monitoring activity? It also was the intent of the study to determine if learning-disabled students in different classroom settings improved their homework practices and attitudes at different levels after using a self-monitoring activity.

The subjects of the study were 30 students in grades seven and eight in special education, resource center, or inclusive classrooms in a southern Gloucester County Regional school district. Students responded to the Student Survey of Homework Practices before and after self-monitoring during a marking period. Students were asked to rate the frequency of each statement using a Likert-type scale. High scores indicated negative practices and attitudes toward homework.

Students were compared according to classroom setting (self-contained, resource center, or inclusive). Each hypothesis was analyzed through the use of the Analysis of Variance (ANOVA). Each of the four hypotheses was not supported because changes in students' homework practices and attitudes were not statistically significant.