ERIC Number: ED209200
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Secondary School Homework. Co-operative Research Study Report No. 7.
Factors which determine secondary school students' participation in homework assignments were examined. Students of diverse socioeconomic and ethnic backgrounds in three high schools in Perth, Western Australia, responded to questionnaires and interviews and kept homework diaries. Teachers, administrators, and parents also responded to the questionnaires. The research centered on: (1) students', teachers', administrators', and parents' attitudes toward homework; (2) the most favorable conditions for its completion; (3) time spent on homework; (4) homework demands in different subject areas; and (5) homework and low achievers. Results showed a wide range in the time spent by ninth grade students on homework, from none at all by about one third of the students to over two hours by about fifteen percent of the students. A dramatic increase occurred in the amount of time spent on homework between the tenth and eleventh grades. Low achievers tended to participate in homework, when it was given, as readily as high achievers. Social background did not appear to be significant. Homework tended to be done more when its purpose had been clarified and the teacher's belief in its value had been demonstrated. Students and parents regarded it mainly in a pragmatic light, rather than for any intrinsic value. Most teachers saw it as a strategy for finishing off class work and preparing students for upper school. They perceived that its value was limited for low achievers. Appendices containing the questionnaires, interview and diary formats, statistics on average weekly hours on homework, and teachers' preferences for types of homework are included. (JD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Western Australia Education Dept., Perth.; University of Western Australia, Perth. Dept. of Education.
Identifiers: Australia (Western Australia)