摘要：Homework is generally one factor that has been discussed and claimed to have a
relationship with achievement; it has a central role in providing students with
opportunities to continue learning out of the school. This study forms one of crosscultural
investigations that analyze the links between homework variables and
achievement in mathematics. Data was drawn from TIMSS database 2015,
including 477 schools and 73,987 eighth grade students from 10 Arab countries.
Analysis showed that the majority of Arab students spend less time doing
homework (less than 60 minutes) and do not need to take homework every day to
strengthen their knowledge and get better scores in mathematics. Two-level
analyses revealed that different associations were seen in most of Arab countries
between homework time, homework frequency, computer use, and internet use in
doing homework with achievement in mathematics. The result was interpreted in
terms of the consistency between instruction and homework evaluation.
