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ERIC Number: ED565966
Record Type: Non-Journal
Publication Date: 2013
Pages: 211
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-2024-6
High School Social Studies Homework: An Examination of Student Perspectives
Kezios, Melissa Joan
ProQuest LLC, Ed.D. Dissertation, Northern Illinois University
This dissertation examines high school students' perspectives on social studies homework. Specifically, it uses the high school student perspective to determine the types of social studies homework that students perceive most benefit them academically and developmentally. In addition, it examines how homework should be evaluated. Findings are analyzed through the framework provided by Bandura's self-efficacy theory. In this qualitative study, six ninth graders participated in three personal interviews and one focus group to determine how homework affects their learning in social studies. Furthermore, the social studies homework assigned to ninth graders was collected and examined. According to students, instructional homework is most beneficial when students recognize it serves as practice, preparing them for summative assessments. Homework is also beneficial when it incorporates elements of student choice, is relevant to students' lives, and allows for opportunities to work with peers. Ultimately, social studies homework has the potential to benefit student learning and self-efficacy, especially if teachers set a clear purpose for the assignment and give descriptive feedback to students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A