Homework Policies Research Articles

Applicability of “No Homework Policy”: A Study Based on the Perspectives of Teachers and Students

The discourse surrounding homework has evolved into a sensitive issue as both parents and practitioners argue that the drawbacks of excessive homework outweigh its benefits. In response to these concerns, President Rodrigo R. Duterte introduced a "No Homework Policy" in the Philippines to reduce the quantity of homework assigned. This paper employs a qualitative approach to explore the applicability of the no homework policy in schools, delving into its potential impact on students, parents, and educators alike. The study utilized a qualitative exploratory research design, employing thematic analysis as the investigative technique to analyze data collected through the interview guide. The study found that while most teachers view homework as beneficial for students, there is a preference among students for a more balanced approach, with a majority supporting the applicability of a "No Homework Policy" in schools.

Effects of Homework Policy on EFL Literacy Development in Emergency Remote Learning: A Focus on Academic Self-Regulation

Homework as an essential component of the academic process supports teaching and learning by consolidating what the students learn in class and promoting their study skills and self-paced work capacities. While homework characteristics and its efficacy are reported to be interrelated, there is a lacuna in the research on the effectiveness of homework policy in learning outcomes in online classes, particularly under adverse conditions. As a result, the current study investigated the effects of homework policy (leniency vs. strictness) on EFL learners literacy (reading and writing) development, focusing on their academic self-regulation (ASR) level in a distance learning course amid the COVID-19 pandemic. Data were gathered from 36 K-10 students organized into homework packet and homework leniency groups. Their literacy skills and ASR were assessed before and after the study. Due to schools closure during the COVID-19 pandemic, both groups participated in distance learning courses delivered via the national mobile-based LMS. The results of the two-way Analysis of Variance primarily revealed a significant development in the reading and writing skills of the homework-packet group. Despite the marginal difference between the reading performance of high and low self-regulated participants of both homework conditions at the end of the study, a significant difference in the development of the writing skills of high self-regulated participants of the homework-packet condition was observed. The critical role of homework strictness in online courses and promoting learners’ self-regulation skills to benefit from the assigned homework, particularly in teaching writing, is underscored.

The importance of homework in the system of mathematical education

The article examines the factors that describe homework policy and characterize their influence on students' achievements in learning mathematics. The data of national research of 2004 is analyzed on the basis of statistic methods. 346 mathematics teachers and 2030 students of the 6th form and 1827 students of the 10th form took part in the research.Most teachers recognize that the main function of homework is to review the knowledge and skills acquired in the classroom. However, the results of the research show that this object is achievable in case students are responsibly trained for homework, and the teacher develops the right students' attitude towards their duties by constant and moderate insistence.

“I Haven’t had That Conversation Yet”: How Homework is (or isn’t) Addressed in Teacher Preparation

In this mixed methods case study, we explored the extent to which novice teachers in one institution were prepared to respond to homework-related concerns, be these in favor of or against the practice. We queried three sources of information: teacher educators, methods course syllabi, and national/state accreditation standards for teacher preparation. Findings revealed several key themes, including challenges inherent in guiding preservice teachers as they navigate homework policies. In addition, even though teacher educators believed it important to prepare preservice teachers for the inherent complexity of homework practices, they provided minimal guidance on how they might address such concerns. Syllabus and standards reviews showed that neither addressed homework-related issues. We discuss implications for preservice teacher preparation.

The Pandemic and Teachers: How Teachers’ Daily Life in the Classroom Has Been Impacted

This study explores how the COVID-19 pandemic has affected educators during the end of the 2019-2020 school year and throughout the 2020-2021 school year. During a time with so much uncertainty, the focus has been on how best to approach the school year for students. Little conversation has happened concerning the impact on teachers. While research on this topic is limited to the short time span of the pandemic so far, teachers have shifted their instructional strategies, assessment strategies, and homework policies to match the needs of students. The following study seeks to highlight these changes and provide a voice and sounding board for teachers in case another COVID-19-like pandemic occurs.

Engaging in self-directed leisure activities during a homework-free holiday: Impacts on primary school children in Hong Kong

Homework is a core pedagogical tool used by schools around the world. Yet concern for heavy homework load has been raised regarding stress on students and families and how it may overshadow opportunities for non-academic development. Drawing support from Self-Determination Theory and Hope Theory, an innovative intervention project was designed to create homework-free opportunities for school children to take part in freely chosen self-directed leisure activities. The project was implemented in four primary schools in Hong Kong during the Easter holiday in 2017 and 2018. A mixed-method evaluation was conducted to appraise the experiences of student participants as well as the project's impact on holiday satisfaction, homework attitudes and self-directed outcomes. This study's sample was comprised of 1,425 students enrolled in Primary levels 1 to 6. Participants reported in interviews that engagement in self-chosen, self-directed leisure activities were exciting and appealing. Pre- and post-holiday survey results with control-group comparisons confirmed that students who undertook self-directed leisure activities over a homework-free holiday gained enhanced agency thinking and academic competence while also becoming less inclined to see homework as meeting their immediate learning needs. Implications are also discussed regarding the benefits of self-directed leisure activities as well as school-based homework policies regarding assignment load.

Homework as an Assignment: Parents’ Perceptions and Involvement

This qualitative study explored the parents’ perceptions and involvement in homework for secondary school students. The study also explored parents’ challenges and suggestions in completing homework as an engaging activity. Semi-structured interviews were conducted with 10 parents selected through a purposive sampling technique. Thematic analysis was used to draw themes and sub-themes from qualitative data. The findings revealed that parents of secondary school students believed that homework is an activity that supports the learning process of their children. They considered homework the responsibility of the school and teachers. The challenges were that homework was an overloaded activity that teachers and schools did not support. These findings led to some important implications for the study. It is important to involve parents in devising homework policies and providing training to support their children in homework completion. The study also suggested developing a nation-wide homework policy that may guide teachers, parents, and students.

Delving into the Perspectives of Teachers in No Homework Policy: A Qualitative Investigation

<This qualitative-phenomenological study delved into the perspectives of teachers in No Homework Policy. It aimed to describe and understand the views and experiences of fourteen (14) teachers selected purposively. Data were gathered through in-depth interview and focus group discussion and thematic analysis was used. The theory and idea of this study was gleaned through the No-Homework proposition by Kohn as cited by Stewart in 2016, and Trautweins Model of Homework. Findings revealed that teachers perspectives in No Homework Policy included: limits students learning lessens teachers loads gives students more rest and quality family time decreases parents involvement decelerates students study habits diverts students attention to gadgets and drags down low performing students. The themes that emerged on the perceived challenges of teachers in No Homework Policy were: less mastery and retention of learning additional techniques and strategies in teaching additional time for planning and preparation change in learners attitude in learning and difficulty in tracking students progress. Furthermore, the teachers suggestions in No Homework Policy that could be shared to others were: design varied and meaningful activities instill students self-discipline and self-study revisit the provision accept the policy if approved perform necessary adjustments ensure students learning and foster students sense of responsibility. These themes disclose that the teachers perspectives in No Homework Policy stimulate to being a factor in doing their job and responsibility accordingly. Moreover, this study recommends modifying or strengthening the provision about the No Homework Policy.

Volume of Assignments and Pupils’ Academic Performance in Private Primary Schools in Lagos State Education District V, Nigeria

This study was motivated by the disagreement that has existed within the educational community on the benefit of homework, even as homework is assigned for academic and non-academic purposes. This research was carried out to determine the influence of the volume of assignments on pupils’ academic performance in private primary schools in Education District V of Lagos State, Nigeria. Descriptive research design was adopted to describe the influence of the volume of assignments, frequency, and time dedicated to homework on pupils’ academic performance. The study’s population comprised all approved private primary schools within the Education District V of Lagos State, while the study’s sample comprised 302 participants involving 173 pupils in primary 5 and 6, 75 of their parents and 54 of their teachers selected using a purposive sampling technique. The research instruments used were the Volume of Assignment Questionnaire for Pupils (VAQPx), Volume of Assignment Questionnaire for Parents (VAQPy), and Volume of Assignment Questionnaire for Teachers (VAQT), as well as the Promotional Examination Records (PER) of pupils in primary 5 and 6 transiting to the secondary level of education. The three hypotheses formulated for this study were tested using Pearson’s Product-Moment Correlation at a 0.05 level of significance. The results showed that there is no significant relationship between the volume of assignments and pupils’ academic performance in private primary schools (r = -0.095, p&gt; 0.05); no significant influence of the frequency of homework on pupils’ academic performance in private primary schools (r = -0.093, p &gt; 0.05); and no significant influence of time dedicated to homework on pupils’ academic performance in private primary schools (r = -0.114, p&gt;0.05). The conclusion drawn in this study is that homework at primary school level does not influence positively the academic performance of the pupils and, as such, should be reduced to the bare minimum or abolished totally. It is then suggested that the kids should be allowed to be kids or given homework that is not only experimental but also fun activities, because at their level, they only want to play, have fun, and rest. The last thing a kid would want to do after "school work" is another "work" in the form of homework. Teachers are also encouraged to give assignments when necessary, like cooking, playing crossword puzzles, or watching educational television shows. These are activities that they would enjoy. Homework policies should also be formulated to guide schools on the frequency, volume, and time to be dedicated to homework.

The effects of demography, expectations and student attitudes on Australian secondary school teachers’ homework practices

Homework has been associated with a range of academic and cognitive benefits for secondary students. Research has also revealed that students’ homework behaviours can vary with demographic traits. An important factor that may account for some of this variation is the role played by teachers and schools in homework allocation. It is hypothesised that some of the demographic variables that have been found to predict individual students’ homework practices are also related to teachers’ practices in terms of the frequency and volume of homework allocated at the classroom level. To test this hypothesis, Australian data from the 2015 Trends in International Mathematics and Science Study are analysed in the current study. Results show that the frequency of mathematics homework allocated by teachers is related to some variables that have commonly predicted the differences in student achievement such as socioeconomic status, valuing of and confidence in mathematics, teaching experience and school location. The implications of these findings for schools and education systems are explored as suggestions for ensuring that homework policies and practices do not exacerbate demographic differences in school outcomes.

Attitude of Sultan Kudarat State University Laboratory High School Students and Teachers on Proposed “No Homework Policy” Bill

The purpose of our study is to understand the attitude of the university students and teachers on the proposed ‘No Homework Policy” bill and how it could impact their studies and personal lives. The main objective was focused on (1) understanding the impact of the “No Homework Policy” bill to the students and teachers if the said policy bill will be implemented, (2) knowing the struggles of the students and teachers when it comes to homework, and (3) finding out the possible solution that could be implemented to lessen the struggles of both students and teachers regarding homework. A phenomenological design was used as an approach to conduct this study. Based on the results, most of the students are in favor of the said proposed bill. However, some teachers are against or undecided about it. The results also showed that the said proposed bill could affect both students and teachers in a positive and also a negative way. This study does not only help the student to realize how homework can impact their academic performances but also support the teacher to improve the capacity of their teaching skills and be aware of the struggles of the students with regards to homework

Homework and Children in Grades 3\u20136: Purpose, Policy and Non-Academic Impact

BackgroundIncreasing academic demands, including larger amounts of assigned homework, is correlated with various challenges for children. While homework stress in middle and high school has been studied, research evidence is scant concerning the effects of homework on elementary-aged children.ObjectiveThe objective of this study was to understand rater perception of the purpose of homework, the existence of homework policy, and the relationship, if any, between homework and the emotional health, sleep habits, and parent–child relationships for children in grades 3–6.MethodSurvey research was conducted in the schools examining student (n = 397), parent (n = 442), and teacher (n = 28) perception of homework, including purpose, existing policy, and the childrens’ social and emotional well-being.ResultsPreliminary findings from teacher, parent, and student surveys suggest the presence of modest impact of homework in the area of emotional health (namely, student report of boredom and frustration), parent–child relationships (with over 25% of the parent and child samples reporting homework always or often interferes with family time and creates a power struggle), and sleep (36.8% of the children surveyed reported they sometimes get less sleep) in grades 3–6. Additionally, findings suggest misperceptions surrounding the existence of homework policies among parents and teachers, the reasons teachers cite assigning homework, and a disconnect between child-reported and teacher reported emotional impact of homework.ConclusionsPreliminary findings suggest homework modestly impacts child well-being in various domains in grades 3–6, including sleep, emotional health, and parent/child relationships. School districts, educators, and parents must continue to advocate for evidence-based homework policies that support children’s overall well-being.

Homework: At Home or at School?—Attitudes of Teachers, Parents and the General Public: A Case Study

The purpose of this study is to investigate the attitudes of three influential groups toward homework: parents, teachers and the public. Specifically, attitudes toward reducing and eliminating homework, as well as creating alternatives to conventional homework, are examined. The first hypothesis is that the attitude of teachers and parents toward homework is positive, whereas that of the public is negative, in line with the Israeli Ministry of Education that suggests changing homework policies. Another hypothesis is that there is a correlation between the seniority of teachers and their attitudes toward homework&amp;mdash;the greater the seniority, the more negative the attitude. Finally, the effect of various background variables of teachers (class grade and subject area: sciences or humanities) and parents (age of parents, number of children in the family and child birth-order) on their attitudes toward homework is examined. The first research hypothesis was confirmed&amp;mdash;most teachers and parents are supportive of homework, whereas the public is the least supportive. In addition, the public is the most supportive of changing homework policies, parents are less supportive, and teachers are the least supportive. No correlation was found between the seniority of teachers and their attitudes toward homework. Finally, background variables have no effect on attitudes toward homework. According to these findings, the public is not yet ready to completely forgo homework, which has been so widely used and accepted. The desire to change the traditional homework policy exists, but the concept that homework is essential remains.

Homework in the Foundation Phase: Perceptions of principals of eight public primary schools in Johannesburg

This article reports on a qualitative study done in Johannesburg, South Africa, which investigated attitudes of primary school principals of eight public primary schools towards the use of homework in teaching and learning in the Foundation Phase (which comprises the first three grade levels of primary schooling). Using a semi-structured interview, the study focused on the principals’ perceptions of homework in general, whether homework policies existed in their schools, and the extent to which parents were involved in their children’s homework. To obtain a representative set of findings, purposive sampling was used to recruit two participating principals from schools in each of the following geographical and socio-economic settings: inner city, peri-urban, suburban and township. The findings indicated that although the purpose and value of homework remains debatable, the participating principals viewed homework as a valuable tool in teaching and learning. The principals expressed the belief that parents from low-income environments regarded homework as important, as did their higher-income counterparts, but poorer parents were less involved in their children’s homework. The study concludes with recommendations for education policy-makers, as well as primary school administrators and parents, regarding the use of homework in primary schools. Keywords : effective homework; homework; homework debates; homework policy; parental involvement; socio-economic environment

Homework policy review: A case study of a public school in the Western Cape Province

CITATION: Pfeiffer, V. 2018. Homework policy review : a case study of a public school in the Western Cape Province. South African Journal of Education, 38(1):Art.#1462, doi:10.15700/saje.v38n1a1462.

Your Own Worst Enemy by Gordon Jack

Reviewed by: Your Own Worst Enemy by Gordon Jack Wesley Jacques Jack, Gordon Your Own Worst Enemy. HarperTeen/HarperCollins, 2018 [448p] Trade ed. ISBN 978-0-06-239942-7 $17.99 E-book ed. ISBN 978-0-06-239944-1 $8.99 Reviewed from galleys R Gr. 7-10 The candidates for Associated Student Body (ASB) President at Lincoln High are: Tony, fending off the model Asian stereotype with his stoner lifestyle; Julia, the brown-skinned Quebecois transplant who gets demographic support for being perceived as Latina even though she herself isn't sure; and blonde, blue-eyed Stacey, who has Machiavellian impulses and long experience with the mostly white ASB. Penning a gloriously messy and complicated high school election, Jack is unafraid to delve into issues of race and sexuality with the same earnest pettiness as lunch menus and homework policies. The perspectives of the candidates are complemented well by the narrative shifting to the various people around them, from Stacey's best friend and campaign manager turned Julia's love interest, to a Mohawk-ed freshman with a troubling mix of severe anxiety and fringe political beliefs propping up Tony as the down-with-the-system candidate. With clear satirical nods to recent U.S. politics, the novel delivers some delectably insufferable politicians, pundits, media personalities, and fixers, all while making these teens relatably familiar. This novel is as politically smart as it is breathtakingly cynical, and it's therefore perfect for readers who appreciate both qualities. WJ [End Page 126] Copyright © 2018 The Board of Trustees of the University of Illinois

Homework Policy and Student Choice: Findings from a Montessori Charter School

The use of homework has been a controversial topic in education for many years: what types of homework to give, how much, and how often. In previous years, Ocean Montessori School (a pseudonym), the site of this study, offered homework like that of traditional public schools, such as worksheets and rote skill practice. Feeling conflicted about the misalignment between traditional homework and Montessori practices, the school administration changed the homework policy for the 2016–2017 academic year. The new policy encouraged students to choose what they wanted to do each night for homework. This study examines the views and practices of the teachers, students, and parents involved in the new homework policy. Data were collected from parent surveys, teacher focus groups, student interviews, observations, and student work samples. The findings indicate that, although students enjoyed the proposed homework change, it lacked sufficient structure for parents, and students needed support from teachers and parents to engage in meaningful homework tasks.

The Homework Strike by Greg Pincus

Reviewed by: The Homework Strike by Greg Pincus Elizabeth Bush Pincus, Greg The Homework Strike. Levine/Scholastic, 2017 [272p] ISBN 978-0-439-91301-0 $16.99 Reviewed from galleys R Gr. 4-7 Gregory, the poet outlier in a family of math mavens (The 14 Fibs of Gregory K, BCCB 11/13), is back from Author Camp and content with his small circle of friends that now includes newcomer Ana. They’re all diligent students with different academic strengths and abilities as well as outside interests, and seventh grade is going reasonably well—except, Greg observes, for homework, which is consuming so many afterschool hours that he can barely find time to write. He’s not alone: plenty of other kids might sail through worksheets, essays, etc. easily, but all its takes is one difficult subject and suddenly three hours have vanished from every evening. That’s not even counting special projects. For kids with dyslexia, like Ana, the problem is even worse. Inspired by his challenging history teacher (who’s also the pile-it-on king of assignments), Gregory discovers that many states and municipalities once outlawed homework back in the early twentieth century. His own town struck that law from the books, but the idea of civic action regarding homework regulation sticks with him, and Gregory leads a crusade of civil disobedience, first with a one-man homework strike, and then with broader protests that capture media attention. This is a topic that will certainly rivet readers, and although Pincus is clearly on the side of his protagonist, he lays the groundwork for pro and con arguments and points out just how difficult (and, ironically, time consuming) it is to rally the middle-school masses. The ending is satisfying, leaving the details of Morris Champlin Middle School homework policy to be determined, but with students assured a seat at the table. Funny and substantive, this could be a top-notch classroom read. Copyright © 2017 The Board of Trustees of the University of Illinois

My Engineering Students Neglect their Statistics Course Homework: What Policies Should Introduce to Motivate them to do their Home Work?

This study investigates the relationship between undergraduate engineering students' attitudes toward statistics, attitudes toward homework, and rate of homework completion when enrolled in a statistics course. The Attitude Toward Statistics Scale (ATS) and an Attitude Toward Homework Opinionnaire were used. ATS reliability was evaluated using the internal-consistency method. Hypotheses examining differences in attitudes between two groups of students and the effect of their attitudes on rate of homework completion were addressed using statistical tests and ANOVA. The study also focuses on the impact of introducing a new homework policy on students' motivation to do homework in frame of an action research. Results suggest that students are more willing to do homework when the adopted homework policy fulfills most of their relevant high-level needs including ease of communication with their instructor.

The Goldilocks Dilemma: Homework Policy Creating a Culture Where Simply Good Is Just Not Good Enough

Throughout the decades of educational reform cycles, the value of homework has proven either meaningful or meaningless depending on the reforming framework. Questions about homework as simply busy work or knowledge work, mere content distraction or content extension, ambivalence toward importance, or discipline of character all cloud any conclusions about homework, good or bad. Our research is a case study of one rural, high school that has created a No Excuses Homework expectation that is embedded in the school's culture. Focus groups of faculty and students, interviews with both the principal and assistant principal, combined with quantitative data reveal a cultural shift within the organization. Three themes emerge as contributors to a cultural transformation around homework expectations: initial and ongoing professional development exploring the creation of meaningful homework assignments and consistent quality expectations, continuous support for students and parents in meaningful homework standards, and informed stakeholders regarding quality standards and consequences when standards are not met. The results of this study reveal that high expectations for homework quality can have an impact on student academic performance and motivation for meeting quality standards. Much of the criticism directed toward homework policies is the disjointed, low expectations that marginalize its impact on learning and the value in assessing student progress. Integrating homework as a valued cultural experience may offer a possible answer to some of its common criticism.