Abstract
RESUMEN El objetivo de este trabajo fue comprobar si hay diferencias en la implicación en los deberes escolares en función de los distintos niveles de rendimiento académico de los estudiantes. Debido al posible efecto que pueden tener el género, curso y la motivación intrínseca, se controlaron sus efectos incorporándolas como covariables en el diseño. La muestra está integrada por 388 estudiantes de Educación Secundaria de centros públicos de A Coruña (España). Los resultados indican que, a medida que los niveles de rendimiento académico de los estudiantes sean más altos, hay un aumento progresivo en la cantidad de deberes realizados y en el aprovechamiento del tiempo. Además, otro resultado destacado es que, según los alumnos van avanzando de curso, realizan una menor cantidad de deberes de los prescritos por el profesor y aprovechan peor el tiempo que dedican a esos deberes. Todo ello debe tenerse en cuenta para la práctica educativa: una mayor motivación intrínseca implicará una mejor gestión del tiempo, una mayor cantidad de deberes realizados y, consecuentemente, un mejor rendimiento.
Highlights
School homework is defined as tasks assigned by teachers to be performed outside of school hours in order to extend the abilities and knowledge acquired in the classroom to other contexts (Cooper, 1989).The prescription of homework generates and has generated a large number of debates over the past few years, becoming a highly controversial topic between home and school
A progressive increase for homework performed by students has been observed as their academic performance levels were higher (Regueiro, Pan, Sánchez et al, 2014), this relationship being much clearer in the case of Secundaria1 and Bachillerato students (Cooper et al, 2006)
Once the effect was controlled of the intrinsic motivation towards homework (λWilks = .77, F(3,364) = 36.28; p
Summary
School homework is defined as tasks assigned by teachers to be performed outside of school hours in order to extend the abilities and knowledge acquired in the classroom to other contexts (Cooper, 1989).The prescription of homework generates and has generated a large number of debates over the past few years, becoming a highly controversial topic between home and school. One of the variables with the greatest burden when studying homework is the number of tasks that students carry out of those prescribed by the teacher. A progressive increase for homework performed by students has been observed as their academic performance levels were higher (Regueiro, Pan, Sánchez et al, 2014), this relationship being much clearer in the case of Secundaria and Bachillerato students (Cooper et al, 2006). The reason for this may be the purpose of the tasks. In Primaria the tasks are assigned so that the students learn to manage their study time reviewing the class material, while in the Secundaria they are assigned to enrich and perfect the lessons taught in class (Muhlenbruck, Cooper, Nye, & Lindsay, 2000)
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