Discrepancies Between Students' and Teachers' Perceptions of Homework

Hong, Eunsook; Wan, Min; Peng, Yun

doi:10.1177/1932202x1102200205

Cited by 49 publications

(36 citation statements)

References 41 publications

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“…They reported that the assessment of students on homework behaviour is more negative evaluations. Hong et al (2011) observed that understanding the behaviour of students homework is important. They suggested that to reduce conflict and increase awareness of behavioural homework, the teacher should provide feedback and evaluate homework.…”

Section: Teachers Engagement In Mathematics Homeworkmentioning

confidence: 99%

The Development of Mathematics Homework Engagement (MHE) Instrument for Secondary School Students, Malaysia

Rajoo¹,

Veloo²

2015

RES

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The purpose of this study is to develop the instrument of Mathematics Homework Engagement (MHE) for secondary school students in Malaysia. This study also identifies the relationship between the factors of Mathematics Homework Engagement, namely students, teachers, parents andschool management towards mathematics achievement. The MHE has been used to measure the engagement of students, teachers, parents and school administrators in mathematics homework. This instrument was developed from student's focus group interviews and the literature review. The results of the analysis was found that these four factors of MHE item instrument ranged from 54.52% to 69.38% of variance related with homework engagement. Croanbach Alpha indicated that the reliability of each factor is reasonable in context of internal consistency which is more than 0.70. Based on the results of validity and reliability, the instrument remained with 15 items, and states that it is sufficient to measure MHE for secondary school students in Malaysia. Pearson correlation coefficient revealed that, there are positive correlations between the factors towards mathematics achievement except for parent's engagement. In conclusion, this instrument can be used by teachers, counselors, school administration and the Ministry of Education to assess students' understanding of MHE. With such understanding, teachers can arrangebetter mathematics homework for their students.

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Section: Teachers Engagement In Mathematics Homeworkmentioning

confidence: 99%

The Development of Mathematics Homework Engagement (MHE) Instrument for Secondary School Students, Malaysia

Rajoo¹,

Veloo²

2015

RES

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“…Students have more negative attitudes towards homework with lower motivation in general because they do not see the meaning of doing homework [40,41]. Homework-related stress has also come to some attention [42][43][44].…”

Section: Research In the Fieldmentioning

confidence: 99%

Swedish Lower Secondary School Teachers' Perceptions and Experiences Regarding Homework

Gu¹,

Kristoffersson²

2015

ujer

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This study investigates homework in Swedish lower secondary schools: teachers' perceptions and experiences about it and their understanding of its potentials and challenges for students' learning and development. Data collected through an online survey (N = 201) mixed standardized questions and open questions. Descriptive statistics and qualitative interpretive principles fueled data processing and analysis. The main result indicated that most teachers assign homework and believe it will benefit students' learning when it addresses consolidating and reinforcing knowledge already taught and increases skills through repetition. They regard appropriation and variation of homework and feedback as important to homework activities and effects. The teachers experience uneven attitudes to and outcomes of homework among students. Most schools organize homework assistance activities to smooth out this unevenness and to improve homework completion and quality. The findings highlight the educational implications of critical reflections on the design of homework and the quality of homework assignments.

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“…Bien qu'il n'y ait pas de consensus en faveur des devoirs et leçons, il s'agit d'une pratique omniprésente dans le système scolaire (Hong, Wan et Peng, 2011). Ce bref survol de l'évolution des devoirs et leçons au cours des derniers siècles permet de mettre en lumière combien cette pratique incarne une tradition du système scolaire.…”

Section: Les Devoirs Et Les Leçons : Entre Tradition Et Remises En Quunclassified

“…Comme mis en lumière par Hong, Wan et Peng (2011), en avançant en âge, la perception positive des devoirs et leçons a tendance à s'atténuer, plusieurs accordant de moins en moins de valeur intrinsèque et utilitaire à ces tâches. Parmi les quelques éléments de réponse fournis par les participants figurent, entre autres, le manque d'intérêt pour la nature et le type de travaux assignés, la durée et la complexité croissante de ces derniers et le manque de temps pour les loisirs qui en découle ainsi que le climat conflictuel à la maison qu'ils engendrent parfois.…”

Section: Oublis Et Persévérance Face Aux Devoirs Et Leçonsunclassified

“…Ces responsabilités impliquent d'éviter l'émergence de trop grandes difficultés empêchant de réaliser les tâches. D'ailleurs, bien que cela dépende des matières scolaires, une étude a mis en lumière que les enseignants et les élèves ne partagent pas toujours la même perception du niveau de difficulté des tâches demandées lors des devoirs et des leçons (Hong, Wan et Peng, 2011).…”

Section: Oublis Et Persévérance Face Aux Devoirs Et Leçonsunclassified

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Perceptions des élèves du primaire à l’égard des devoirs et des leçons

Rousseau

Deslandes

Hardy

et al. 2011

Revue de l’Université de Moncton

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Compte tenu que les devoirs et leçons se trouvent confinés entre les pratiques traditionnelles qu’ils incarnent et les diverses remises en question qu’ils engendrent, il est apparu nécessaire de se pencher sur la perception des élèves à l’égard de cette pratique. Dans cet esprit, 43 élèves des 1er et 2e cycles du primaire répartis dans cinq écoles de la Mauricie ont été invités à participer à des entrevues de petits groupes (en deux temps). Les résultats montrent que les aspects positifs perçus sont associés à un meilleur apprentissage et de meilleures chances de réussite scolaire, tandis que les aspects négatifs sont attribués, entre autres, aux horaires familiaux chargés et à la fatigue accumulée au cours de la journée. Il serait pertinent, dans des études ultérieures, de s’attarder plus spécifiquement aux élèves ayant des difficultés et d’effectuer une réflexion collective sur les devoirs et leçons au sein d’une même école.Considering the changes regarding homework over time, in depth knowledge on students’ perceptions on homework is essential to understand their usefulness and benefits. This could also help minimize their negative effects. Concerned about the evolution of these perceptions over time, sixty-three students in elementary cycles 1 and 2 from five Mauricie schools were invited to participate in two focus groups. The results show that some positive aspects perceived by students include better understanding of curricular content and academic achievement. On the other hand, negative aspects were attributed to crowded family schedules and fatigue accumulated during the day. It would be important that future studies focus specifically on students with special needs. Moreover, further thought should be given to the role of homework within the same school setting

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Discrepancies Between Students' and Teachers' Perceptions of Homework

Cited by 49 publications

References 41 publications

The Development of Mathematics Homework Engagement (MHE) Instrument for Secondary School Students, Malaysia

The Development of Mathematics Homework Engagement (MHE) Instrument for Secondary School Students, Malaysia

Swedish Lower Secondary School Teachers' Perceptions and Experiences Regarding Homework

Perceptions des élèves du primaire à l’égard des devoirs et des leçons

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