This document provides background information for a research study on perceptions of homework from students, teachers, and parents. It discusses the author's personal experiences with homework as a student and parent that motivated the study. It also reviews previous literature that found strong opposing views on the benefits of homework. The study aims to understand these differing perspectives and what types of homework students find most meaningful by distributing questionnaires to high school students, teachers, and parents and analyzing the results.
Anderson, thompson, & pomykal (schooling) done
Research Paper: Homework a Three-Way Assessment
1.
2. to what extent are there differences in their perceptions?
3.
4. The three questionnaires created contained varying questions for each participant group. The student’s questions were tailored by age, grade and then by favorite subject, their attitude toward homework, what they found helpful or not, and which subjects should and should not have homework. The teacher survey categorized time as teacher, what subject matter they teach, what their primary subject is if they teach more than one subject, why they give homework and what they do with it once they receive it from the student. The parent survey was established to gauge their perceptions of homework, whether they believe homework was necessary, and if so, what subject and type of homework was best and what their involvement was in their child’s homework. Each of the three questionnaires was discussed with fellow research peers to assist in determining the best form and method of questions to reach the desired goal (answering the research question).
6. The surveys for the questionnaires were provided to students on a high school sport team and to several high school classes with varying subjects. Parent questionnaires were taken home by the same students who completed the questionnaires on both the sport team and in classrooms. The parent questionnaires were then returned by the student to either their coach or teacher, who then provided them to me. Teacher questionnaires were distributed to high school teachers in a manner allowing them to choose to participate or not and returned to a teacher volunteering to collect them and subsequently forwarded to me. Additionally, focus groups with students occurred to enhance, affirm and dismiss items and issues raised by the questionnaires. All three surveys and focus groups were completed by participants on a volunteer basis. (Sample Questionnaires see Appendix A)
21. I believe their should be homework in the following subjects ____________, ____________,____________,______________ and not in the following subjects ___________,_____________,______________,______________
22. I believe the following types of homework have greater meaning for my child? (provide brief reason after each)
23.
24. How many students do you have in all of your classes combined? _________
25. Please fill in the following graph completely for each item.
26. Subjects I Teach (please place your primary subject in the 1st box)Frequency of homework given and reasoning 1=daily, 2=every other day, 3=weekly, 4=rarely,5= neverTime student should be able to complete homework assignmentI teach the following grades
27. What challenges do I have in giving and responding to the student regarding homework?
29. I believe homework is not valuable when?Appendix B-1Student Questionnaire DataKeyGender - 1. male, 2. Female, 3. Not SpecifiedGrade - 1. 9th, 2. 10th, 3. 11th, 4. 12thBeneficial Homework - 1. Reinforcement of Idea/concept, 2. Life Necessity, 3. Prepare for college, 4. Reading, Notes & Concept Questions for studying, 5. Self Study 7. None, 8. Worksheets, 9. All is helpfulNon-Beneficial Homework - 1. Busy work, 2. No Purpose or help, 3. Textbook reading, 4. Time constraints, 5. Group Projects, 6. Workbook/Sheets, 7.None, 8.research projects/essays, 9. Computer/WebTop Classes - 1. Math, 2. English/Lang. Arts, 3. Science, 4. History/Soc. Sci, 5. Foreign Lang., 6.P.E., 7. Arts, 8. OtherFavorite Subject - 1. Math, 2. English/Lang. Arts, 3. Science, 4. History/Soc. Sci, 5. Foreign Lang, 6. P.E., 7. Arts, 8. Other Least Favorite Subject - 1. Math, 2. English/Lang. Arts, 3. Science, 4. History/Soc. Sci, 5. Foreign Lang, 6. P.E., 7. OtherParent Support - 1. Help when needed, 2. Verify completion, 3. Remind me , 4. encourage or force, 5 No help, 6. Are not able to help, 7. Provide area and toolsBlank = No data enter on formEmpty Field = Response did not respond to asked question.DATA Sheet #GenderGradeBeneficialNon-BeneficialTop ClassesFav. SubReasonLeast Fav SubReasonParent SupportTVHS1M9blank11,21need in life1blank5TVHS2F11833,2,71easy2grammar/writing1TVHS3M9 1,2,31fun2dislike reading1TVHS4M9221,21 easy2 essay & reports1TVHS5F12231,51Challenging2Boring2TVHS6M111211easy2essays3TVHS7M11 21,2,41easy2Boring4TVHS8M11 11easy2pointless5TVHS9M9181,3,11easy2hard5TVHS10M117781working w/ #s2not life relevant5CHS1M9 blank1blank2blank5CHS2M11161,3,21formulas easy2spelling5CHS3M91,4,94,811likes numbers2too easy5CHS4F9771,8,61understand2problems & essay6CHS5F124 1,3,51working problems2busy work1,6CHS6M9 71,2,31understand2hard4,5CHS7M9 91,2,31blank2blank CHS8F9125,3,11Easy & Fun3Teacher1CHS9M91 1,2,81use in life3won't use in life2CHS10M9 1,8,1easy3hard4CHS11M9 2,1,61working w/ #'s3Geography not important5CHS12M9 41,2,31easy3TeacherblankCHS13F91,231,51easy4boring1CHS14M1031,21,21Easy5Won't Help Future1CHS15M9583,1,21easy7Teacher5CHS16M11181,4,31enjoynone 4CHS17F10162,1,32love to write1hard & age1CHS18M9472,1,32easy1 to many formulas1CHS19M12212,4,12teacher1Teacher5CHS20M10772,6,42improve writing1to hard6CHS21M10772,6,42like writing1hard6CHS22F911,2,31,5,32Laid Back1hard, memorize1,2CHS23F9 2,1,52easy1confusing1,4CHS24F12112,1,32good at it1confusing3,5CHS25M11121,3,42easy3teacher & to much H/W1CHS26M11171,4,22only class learns in3boring need for college5CHS27M111 2,12teacher, friends3Test hard, not follow class instruction3,1CHS28F10242,5,42useful & easy3pointless, hard3,1CHS29F91Blank1,3,42Easy 1,3Hard, boring1,2CHS30M95,121,6,33improves thinking1Boring4CHS31M91,412,33Interesting1Boring5CHS32M11214,2,13interesting2write but not discuss1CHS33M9 1,33blank2blank1CHS34M 21,23easy2grammar/spelling2CHS35F11 1,2,33Fun2hard4CHS36M12121,2,33interesting2Boring5CHS37M11 1,4,23hands on 2poor reader5CHS38M9 81,3,43Interesting/future2already know7CHS39M11 91,3,43how things work22nd language7CHS40M11292,13interesting2confusing & boring1,6CHS41F943,41,3,53teacher2easy, boring2,1CHS42F12161,33interesting 2hard, choose own readings3,1CHS43M122 3,1,73Interesting2Boring3,2CHS44F9181,2,33interesting3blank1CHS45F1011,23,1,23future career4Teacher5CHS46M11 1,2,44learn past1blank1CHS47M11 1,2,44learn past1Boring1CHS48F111,511,3,44Fascinating1Hard to understand3CHS49F124,56,11,5,24notes, essays, no H/W1Hard to understand1,2CHS50F11171,24teacher, love history1bad at it2,1CHS51M10111,34Interesting1not interesting3,1CHS52M11174,1,24learn past2Boring1CHS53M111714teacher2pointless6CHS54M12291,2,44interesting2hard1,6CHS55M111414teacher3memorization1CHS56M11561,3,24no homework5to much homework1CHS57M9721,2,54Interesting5frustrating4CHS58M11121,2,44enjoyable7learn on own CHS59M11 5,2,85easy1hard7CHS60M9 6blank1to much homework5CHS61M10 6fun2to much work1CHS62M11 41,2,46Lifting weights2to much work3CHS63F91 1,2,36no homework2too much reading & writing3CHS64M9 2,1,36fun2to much homework4CHS65M9 1,2,36get stronger2write essay everyday4CHS66M91 2,1,86no H/W2hard4CHS67M9 1,2,36fun2Boring5CHS68M9 1,3,86blank1,2,3blank5CHS69M1077 6fun 5CHS70M9 1,2,86blank blank5CHS71M9 1,26blank 5CHS72M9 717enjoy, no H/W1hard, to much homework1CHS73M11211,27enjoy2writing & correction2CHS74M11121,2,37hands-on, interesting2Boring2CHS75M10762,1,67love drawing2not passing3CHS76M112287Laid Back, enjoyable2pointless3CHS77M128317future career2reading5CHS78M12711,2,38hands on, no H/W1hard1CHS79M93 1,2,48fun1Hard, boring1CHS80M9blank 1,8,28blank1blank1CHS81M11772,1,48relief class, chill1hard1CHS82M129 88blank1to much going on2CHS83M12488,1,38learn music1remember formulas3CHS84M91 1,2,88projects1boring3CHS85M9 1,28blank1blank5CHS86M9 2,1,38blank1Teacher5CHS87F9 31,28not boring1hard, teacher6CHS88M974,7 8like sports1not needed my future3,1CHS89F11831,3,48creative1Teacher4,1CHS90F10 1,2,65,1,38hands on1teacher7,1CHS91M911,21,2,48fun1boringblankCHS92M11111,5,48Interesting2not interesting1CHS93M12 32,1,58hands on2don't read1CHS94M9 8blank2Boring4CHS95M11 7 8creative2hard, boring4CHS96M1153,8blank8build things2essays & books4CHS97M9 1,2,88create things2to much H/W5CHS98M1211,21,28creative2Teacher5CHS99M11 blank8future career2pointless5CHS100M11221,3,48Likes Cars2too much reading 5CHS101M12861,2,38future career2too hard6CHS102M12121,6,28all work in class2read than answer in booklet6CHS103M9121,3,28Do things you like2Homework no benefit7CHS104M112 1,2,48computers2not life relevant3,6CHS105M10181,28Working in lab2Have to type4,2CHS106M12blank78,2,18chill, creativity2to many essays5,6CHS107M10 1,3,28future career2blank6,1CHS108F12111,2,38 career, college3not relevant to my future7CHS109M9 1,2,88Learn new ideas3No future use3,4CHS110F122 1,2,88Loves knowing4not interesting1CHS111M12 Blankblank8noneblankblank5CHS112M12 Blankblank8hands onblankblank1,6CHS113F1035,61,3,52,3easy & Interesting1weak in math1CHS114F12121,4,22,7fun2Boring5,6CHS115M9blank 1,33,4Like History1Boring6CHS116M9blankBlankblankblankblankblankblankblankCHS117M1116,1blankblankblankblankblankblankCHS118M11864,1,2blankblankblankblankblankCHS119M1077 3<br />Appendix B-2 <br />Parent Questionnaire<br />KEYHomework Valuable/Vital = 1. Retain Knowledge/practice, 2. Teach Responsibility, 3. Ponder/explore, 4. Reward for work, 5. Testing, 6. Keep off StreetsHomework Not Valuable/Vital = 1. Busy work, 2. Overwhelming, 3. Interferes w/ work / extracurricular activities, 4. Takes away family time, 5. All is vital, 6. Student not understand lesson (student not paying attention)Should Have Homework in = 1. Math, 2. English/Language Arts, 3. Science, 4. History/Soc. Science, 5. Foreign Language, 6. otherNo Homework in = 1. P.E., 2. History, 3. Foreign Language, 4. Science, 5. Math, 6. other, 7. EnglishGreater Meaning Homework = 1. Prepare for Job, 2. Prepare for College, 3. Summation (show understanding) 4. In-depth rather than worksheet, 5. Workbook typeAssist with Homework = 1. Review for Test, 2. Proof Reading, 3. Support , 4. Materials to complete 5. Monitoring, 6.None/unable to helpInvalid = Suspect as to parent completion.Blank = No data entered on form.Empty Field = Response did not respond to asked question.<br />DataSheet #Val/VitN-Val/VitShould HaveNo HomeworkGr MeanAssistTVHS11,211,2,3,4,511,21,2TVHS212allblankblank3,4TVHS31,3,4blank1,2,3,4,5blankblankblankTVHS41,5blank1,2,31,2,326TVHS5312,1,4,3135CHS1121,23,413,4CHS2 2,45,4 6CHS3invalid CHS41 1,23,4 3CHS514,51,2,3143CHS641,22,61,516CHS7invalid CHS8invalid CHS9invalid CHS102 1,2,411,35CHS115,2blank2,1623CHS12352,1,3,5633CHS131,3blank1,2,4blank53CHS14231,2445CHS15invalid CHS16121,2,4443CHS17141,2,3,41,613CHS18351,2blank 3CHS192 1,22,433CHS20241,2,4433CHS2125,21,4,2313CHS22151,2,3blank35CHS231,211,3,2,4blank25,3CHS241,3blank1,2,31,3,436CHS25121,2,3645,1,3CHS26161,2,3,41,634,5CHS273blank1,2645CHS2813,41,6,22,436CHS296 36CHS301blank1,4,37 6CHS31invalid CHS32invalid CHS33invalid CHS342blank1,3,4,21,645CHS35216 44<br />Appendix B-3 <br />Teacher Questionnaire<br />KEYSubject = 1. Math, 2. English / Language Arts, 3. Science, 4. History / Culture, 5. Foreign Language, 6. OtherHomework Frequency = 1. Daily, 2. Every other Day, 3. Weekly, 4. Rarely, 5. NeverDuration = 1. 0-20 min., 2. 21-40 min., 3. 41-60 min., 4. 61-80 min., 5. 81+ min.Challenges = 1. Student Taking Serious, 2. Lack of resources at home/extracurricular activities, 3. Not doing it, 4. Students not asking for help, 5. Absences, 6.Teacher no time to review/feedbackValuable = 1. Timely/Relevant, 2. finish class work/study for exam, 3. Completed, 4. Reinforcement / Practice, 5. Understand/prepare for next lesson, 6. Expands learningNot-Valuable = 1. Busy work, 2. Not Related to skill / concept, 3. Students not understand assignment/subject , 4. Too easy/not challenging, 5. Not reviewed by the teacher /graded 6. Trying to get student to learn on own, 7. Takes Away Family time, 8. Cheating<br />DataSheet #Experience# of Students1st SubjectFreqDur2nd SubjectFreqDur3rd SubjectFreqDurChallValNValCHS113160142 241,2CHS1028152122 1,32,41CHS1111120114,5112 362CHS13916014 2,41CHS21580112 34,53CHS226160112 53,8CHS2511168112 43,8CHS420100111111 444,1CHS628145113 642CHS8335011121264 41,5TVHS12014611312211211,31,2CHS151815823 261,5CHS201260242 242CHS2818100212 61,61CHS1212145312 33,43CHS1827160312342 347CHS29 155321 6,161CHS714165343 221CHS14517144 1,321CHS241014044 6,141,7,2CHS2623165441 642,1CHS301150434 642,3CHS911170441 1,326TVHS22120442642 51,51,4CHS1922160521 1,248CHS2720174531 34,22,3,8CHS518180512 342, 3CHS1738148641 546CHS2122170641 341CHS2325140641 11CHS310170621 14,61,2CHS1610175 22 642<br />REFERENCES<br />Buell, J., (2004). Closing the book on homework. Philadelphia, PA: Temple University Press.<br />Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: research-based strategies for increasing student achievement. (pp. 60-71). Alexandra, VA: Association for Supervision and Curriculum Development. <br />Kravlovec, E. & Buell, J., (2000). The end of homework: how homework disrupts families, overburdens children, and limits learning. Boston, MA. Beacon Press<br />Rosemond, J., (1990). Ending the homework hassle. Kansas City, MO: Universal Press Syndicate Company<br />Ratvich, D., (2010). Why home work is good for kids. Huffington Post (2010, March 22) Retrieved from http://www.huffingtonpost.com/diane-ravitch/why-homework-is-good-for-_b_44037.html<br />