Abstract
AbstractThis study aimed to identify elementary school teachers' beliefs in homework and examine the relationships between such beliefs and homework assignments. In the preliminary study, we conducted an open‐ended questionnaire survey and used it to draft the Scale of Elementary School Teachers' Beliefs in Homework. In the main study, an online survey was conducted using the drafted scale, external variables, and an item measuring the amount of homework that teachers assigned. As a result, a four‐factor structure was extracted, comprising “promotion of learning,” “communication,” “habit formation,” and “insight into and evaluation of learning.” These four factors showed a significant correlation with all external variables, except one, as predicted. Specific relationships between teachers' beliefs and the amount of homework were observed. Correlational analysis revealed that the amount of homework significantly correlated with “promotion of learning,” “habit formation,” and “insight into and evaluation of learning.” In multiple regression analysis, “promotion of learning” showed a significant relation with the amount of homework. Further, we discuss the implications for teacher education and teaching practice, study limitations, and directions for future research.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
