Abstract
Some parents and students perceived demanding homework assignments as a frequent source of grievance, particularly for those high performing students who want spare time for independent study and cultivation of talents through extracurricular activities. Teachers tended to perceive homework assignments as a meaningful extension of instruction time and a media of communication between school and home. Cognizant of the possible conflicts about homework practices between school and home, the current study investigated homework issues from the students' and their parents' perspective while maintaining the integrity and information provided by the teachers of those students. The overarching goal of the current study was to establish a conceptual and applicable model for evaluating homework practices in local schools. Data collected included student and parent surveys, teacher homework philosophies, sample homework assignments, and homework hallway charts. The survey results were analyzed inductively and six key issues were identified pertinent to homework assignments in a well performing middle school in a Mid-western state in the United States of America. The six prominent factors identified include: grade-level homework coordination, positive perception about homework, homework as academically engaged time, motivation of doing homework, uniqueness of math homework, and ability-matching of homework. Some implications for parents and educators were articulated.
Highlights
Cognizant of the complicated nature of homework issues, recent research proposed that the prescription of homework practice should be calibrated according to the idiosyncratic needs of local school communities (Bailey, 2006; Vatterott, 2009)
Fine tuning with such conceptualization of homework, the current study of examining prominent factors of effective homework prescriptions and practices was conducted with the view to establish an evaluative protocol for the local school level
We found that about 87% of the total homework assignments of the school required proficient and independent academic skills to complete homework assignments appropriately and adequately
Summary
Homework saturated students blocking them from academic pursuit, which in turn caused psychological fatigue, deprived students of access to extracurricular activities, leisure times, and community involvements. This saturation referring to the overexposure to academic tasks stifled spontaneous and intrinsic motivation to learn (Cooper, Lindsay, & Nye, 2000; Cooper, et al, 2006; Coutts, 2004; Vatterott, 2009 ). Cognizant of the complicated nature of homework issues, recent research proposed that the prescription of homework practice should be calibrated according to the idiosyncratic needs of local school communities (Bailey, 2006; Vatterott, 2009). Fine tuning with such conceptualization of homework, the current study of examining prominent factors of effective homework prescriptions and practices was conducted with the view to establish an evaluative protocol for the local school level
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