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Academic literature on the topic 'Attitute to homework'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Attitute to homework"

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Umoru, Samuel, and Sunday Aboritoli. "A STUDY OF PARENTAL ATTITUDE TOWARDS MATHEMATICS EDUCATION AND STUDENTS MATH HOMEWORK BEHAVIOR." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 366–71. http://dx.doi.org/10.21474/ijar01/12846.

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Homework is an essential component of teaching used by teachers to enhance levels of students commitment and engagement in learning. However, parental attitude is crucial in the homework and engagement behavior of the children. The present study investigates parental attitude towards mathematics and how it affects students math homework behavior. Ninety-six parents participated in the study. They completed a Parents Attitude Towards Mathematics scale and the Mathematics Homework Behavior Scale (MHBS). The result found that parents attitudes towards mathematics predicted math homework behavior. It is concluded that parental attitude towards mathematics is essential in increasing students math homework behavior.
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Yavich, Roman, and Nitza Davidovitch. "Homework: At Home or at School?—Attitudes of Teachers, Parents and the General Public: A Case Study." International Education Studies 13, no. 6 (May 29, 2020): 170. http://dx.doi.org/10.5539/ies.v13n6p170.

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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—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—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.
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S. Odiliobi, Chika. "CORRELATION BETWEEN PARENTS ATTITUDE TOWARDS MATHEMATICS AND MATH HOMEWORK BEHAVIOR." International Journal of Advanced Research 10, no. 02 (February 28, 2022): 715–20. http://dx.doi.org/10.21474/ijar01/14261.

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Assignments are a critical part of teaching and learning that characterizes the educational landscape of Nigeria. Homework reflects an assessment pattern used by teachers to improve students commitment and engagement in education. However, parents attitudesare essential in childrens commitment to completing their homework. The purpose of the present study was to investigate students mathematics homework behavior based on their parents attitude towards mathematics. One hundred and fourteen parents drawn from different locations in Onitsha and Awka in Anambra state, Nigeria, participated in the study. The respondents completed a self-report measure of the Parents Attitude Towards Mathematics scale and the Mathematics Homework Behavior Scale (MHBS). The linear regression analysis conducted on the data indicated a statistically positive interaction between parents attitudes towards mathematics and the students mathematics homework behavior. The study concludes that parental attitude towards mathematics is an essential determinant of a students math homework behavior.
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Khonamri, Fatemeh, and Martina Pavlikova. "Exploring Teachers’ and Learners’ Attitude towards Homework: The case of English versus Non-English-Major Teachers’ Homework Practices." Education & Self Development 15, no. 4 (December 30, 2020): 32–49. http://dx.doi.org/10.26907/esd15.4.07.

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Homework assignments provide a channel of communication between students and teachers especially in an EFL context where there is little exposure to English language out of the classroom context. Thus, exploring attitudes and homework features may provide teachers with useful information to know how to plan their homework assignments to improve students’ learning opportunities. This study aimed to explore both teachers’ and learners’ attitude towards homework; the difficulties faced by both teachers and learners with regard to homework as well as the assignment characteristics of English-major versus Non-English-major teachers. The study participants were 120 randomly selected adult male and female EFL learners and 81 EFL teachers. The data were collected through questionnaires and subsequent semi-structured interviews. SPSS 24 software was used to analyze the questionnaire data and interviews were recorded, transcribed, coded and categorized for further analysis. The results indicated that students had positive attitudes towards homework assignments. There was no significant difference between students’ attitude towards homework given by English Major (EM) and Non-English Major (NEM) teachers. The data showed that teachers do feel that homework is essential to students’ language development. Similarly, there was no significant difference among EM versus NEM teachers in their attitudes toward homework. The results revealed the following reasons for the difficulties that teachers and learners faced in assigning/doing homework assignments respectively. Those reasons varied from not learning the required concept, not knowing the instruction, not enjoying homework, not paying attention when homework assignments were presented, not understanding homework instruction, copying homework or cheating, the absence of related and meaningful tasks, parents’ lack of knowledge, lack of word power and grammar, to anxiety and stress of homework. The findings illustrated that there were some differences between EM and NEM teachers in terms of amount, skill area used, and degree of individualization in their homework assignments. The results of this study offer a number of pedagogical implications for teachers, curriculum developers, and institute managers.
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Altundağ, Canan Koçak. "Examination of high school students' attitudes towards homework, procrastination behaviors and efficacy beliefs." SHS Web of Conferences 66 (2019): 01005. http://dx.doi.org/10.1051/shsconf/20196601005.

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The aim of this study was to examine the relationship between high school students' academic procrastination behaviors, efficacy beliefs, and attitudes towards homework. This study has shown that students with low academic and/or social efficacy belief engage in more academic procrastination behavior than those with high academic and/or social efficacy belief and that students with high academic, social, and/or emotional efficacy belief have a more positive attitude towards homework than those with low academic, social, and/or emotional efficacy belief. There was no significant statistical difference in academic procrastination behavior based on low or high emotional efficacy belief. This study examines the relationship between high school students' efficacy beliefs, academic procrastination behaviors, and their attitude towards homework in order to address the fact that in the literature there was no study on the correlation between efficacy belief and both academic procrastination and attitude towards homework.
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Ferdowshi, Nafiza, and Shaheen Islam. "Parental and children attitude toward homework." Dhaka University Journal of Biological Sciences 23, no. 1 (August 3, 2014): 77–83. http://dx.doi.org/10.3329/dujbs.v23i1.19830.

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A comparative analysis between parental and children’s attitude toward homework for three grade levels (Grade?III, V and VII) reveals the importance of homework in educational experience. Two hundred sixty parents (140 mothers and 120 fathers) and 260 children (148 girls and 112 boys) of different schools in Dhaka city responded to parent and children forms of attitude toward homework questionnaire. Chi square value indicated common agreement between the children and the parents’ attitude toward homework. Certain dimension of children’s attitude differed for grade levels and gender. The study also focused on the effect of homework on family relationship and general attitude toward school. DOI: http://dx.doi.org/10.3329/dujbs.v23i1.19830 Dhaka Univ. J. Biol. Sci. 23(1): 77-83, 2014
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Davidovitch, Nitza, and Roman Yavich. "Views of Students, Parents, and Teachers on Homework in Elementary School." International Education Studies 10, no. 10 (September 28, 2017): 90. http://dx.doi.org/10.5539/ies.v10n10p90.

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The current study seeks to examine the perception of the three main populations that have a part in the educational and pedagogic domain: teachers, parents, and elementary school students, while comparing between religious and secular schools. The major hypothesis of the study is that teachers, parents, and students do not have congruent views on the aims and effectiveness of homework. Another hypothesis was that differences would be found between parents’ views of homework by religiosity. In addition, a negative association will be found between the teacher’s years on the job and attitude towards homework assignment–such that the more years of experience the more negative their attitudes towards homework assignment. Finally, differences will be found in the respondents’ views on homework assignment by the school’s geographic location. The research findings show that the first hypothesis was partially confirmed. Teachers are the most positive about homework, followed by students and finally parents. The confirmation was only partial, as the hypothesis was that students’ views would be the least supportive. The second hypothesis was not confirmed, as no significant differences were found between the views of religious and secular parents on homework. The findings concerning the third hypothesis found a significant negative correlation; such that the more experienced the teacher the more negative his or her attitude to homework, confirming the hypothesis. The conclusions of this study indicate that the homework format is in dispute and there is no consensus on this topic. It appears, at times, that it may be customary to act by force of habit in formal education, as in other areas. Therefore, it is necessary to conduct further research on the subject and to explore whether there is a need for change in the educational world, following the many changes that society has undergone over the years.
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Nofianti, Nofianti, Helendra Helendra, Yosi Laila Rahmi Laila Rahmi, and Ristiono Ristiono. "The Effect Of Discovery Learning Model Preceded By Making Concept Map Homework On Students’ Learning Competencies At Grade VII In Junior High School 16 Padang." Jurnal Atrium Pendidikan Biologi 5, no. 1 (April 30, 2020): 19. http://dx.doi.org/10.24036/apb.v5i1.6376.

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The low level of students’ science learning competencies at grade VII in Junior High School 16 Padang is caused by several factors, one of them is the learning process still used teacher-centered, so the students tend to inactive in the learning process. Therefore, it is necessary to conduct an innovative learning process in order to improve students’ competencies, knowledge, attitudes and skill. One of the method that can be used by the teacher is by implementing the Discovery Learning Model preceded by making concept map homework. Making concept map homework is expected can improve students’ learning activities in science. The aim of this study is to determine the effect of the Discovery Learning model preceded by making concept map homework through students’ learning competencies in science (knowledge, attitudes and skill) at grade VII in Junior High School 16 Padang. Based on the hypothesis, it is known that the knowledge competency tcount > ttable (5,96 > 1,67), the attitude competency tcount > ttable (6,36 > 1,67) and the skill competency tcount > ttable (1,69 > 1,67). The result of the study show that the hypothesis is accepted. Thus it can be concluded that the implementation of the Discovery Learning model preceded by the making concept maps homework can improve students’ science learning competences (knowledge, attitudes and skill) at grade VII in Junior High School 16 Padang.
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S. Aslıhan, İLERİ. "University students’ attitude to homework and the effect of homework on success." Dil Dergisi, no. 162 (2013): 36–48. http://dx.doi.org/10.1501/dilder_0000000201.

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Xu, Jianzhong. "Models of Secondary School Students’ Interest in Homework: A Multilevel Analysis." American Educational Research Journal 45, no. 4 (December 2008): 1180–205. http://dx.doi.org/10.3102/0002831208323276.

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This aim of this study was to test empirical models of variables posited to predict homework interest at the secondary school level. Student- and class-level predictors of homework interest were analyzed in a survey of 1,046 8th graders from 63 classes and of 849 11th graders from 48 classes. Most of the variance in homework interest occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework interest was positively associated with affective attitude toward homework, motivational orientation toward homework, student initiative in monitoring homework motivation, teacher feedback, and self-reported grade. Girls reported statistically significant higher scores in homework interest than did boys.
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Dissertations / Theses on the topic "Attitute to homework"

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Reisimer, Erin K. L. "The relationship between parental attitudes on homework and homework return rates in kindergarten." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999reisimere.pdf.

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Jiang, Zhengyao. "Homework! What, Why, How？ : Primary school English teachers’ attitudes towards and use of homework in China." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157926.

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This study aims to investigate the attitudes to English homework held by teachers of primary school (Grades 4-6) in Mainland China, through an online survey. After obtaining 112 responses and analysing them by utilising both qualitative and quantitative methods, the results found that English teachers in China have a unified positive attitude towards homework and its effect. English homework is most commonly assigned once a day. Repetition or Exercise is the most popular type of assigned homework, and it is overwhelmingly preferred by the teachers, followed by Preparation and Reading. The respondents stress that homework has an indispensable connection with the scheduled school teaching. Through assigning the correct volume of homework, students can develop positive habits with regards to self-study, and therefore students can improve their academic performance in examinations. A combination of both oral and written feedback is utixlised the most. Follow-up of homework usually appears to be two-dimensional; material stimuli such as penalty copy and self-correction, and immaterial stimuli such as encouragement and criticism. All of the evidence shows that China’s particular education system reflects Skinner’s behaviourist theories of learning, meaning that students’ behaviour with regards to acquiring knowledge can be shaped by frequent and random reinforcement, and this behaviour will eventually persist in the long-term even in the absence of reinforcements.
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Henderson, Joyce Margaret. "Power relations within the homework process." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/140.

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This research focuses on aspects of parental involvement in homework and the differing power relations which homework uncovered within the family. It is concerned with the deeper implications of homework through exploring the attitudes, behaviours and beliefs of teachers and/or parents and/or pupils and to consider who really is in control of the homework process, the perceived and actual roles of the participants, the resistances to homework and the possible changing social factors which impinge on homework. This thesis offers a unique contribution to the homework discourses as it uses a qualitative approach, drawing on an extended version of the French and Raven (1959) conceptualisation of power as a means of interrogating the data, by labelling certain attitudes, behaviours and beliefs, to seek explanations of the patterns of power. These patterns of power are exposed through the family’s story of their engagement, or not, in the homework process. The notion of engaging pupils in the learning process is at the heart of many of the recent educational initiatives, arising from the National debate on Education (2002). At the heart of these new initiatives is the notion of learners being actively involved in the learning process, in and out of the classroom to encourage them to take responsibility for their learning. A number of implications for pupils, parents, teachers and the government are considered. These particularly relate to the effective practices of teachers and parents as a means of preventing the pupils from controlling the homework process and to the government to consider appropriate and effective means of ensuring that all concerned are engaged in conducting homework which is interesting, stimulating and motivating.
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Du, Preez Marike. "The attitudes of parents towards homework in the Foundation Phase." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45888.

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Homework is given to learners on a daily basis to practice a specific skill, to foster personal development and to develop planning and time management skills. Although learners in the Foundation Phase are encouraged to do homework on their own, the support and involvement of their parents are required in order to develop personal skills and to maintain a healthy social relationship. As homework is a time of the day when parents usually interact with their children, their attitudes regarding homework in the Foundation Phase impact the way in which a learner will experience the homework process. Some learners experience homework as more pleasant when parents are involved, while others feel that homework disrupt families and causes conflict and tension. Research has indicated that the early years of a child’s life are critical for development, as this is the time when learners acquire fundamental concepts, skills and attitudes and when parents pass on values such as respect, tolerance and appreciation, all of which are important to laying down the foundation for lifelong learning. Parents’ beliefs and behaviours thus have an important role to play in a child’s development, and their attitudes and actions influence the nature and course of their children’s development. Parents and families need to be encouraged to assist their children with homework and to see this as the time of the day when they can bond with their children.
Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Educational Psychology
MEd
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Bhering, Eliana Maria Bahia. "An examination of Brazilian teachers' attitudes and parents' views on parental involvement in Brazilian state pre and primary schools." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10018904/.

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Parental involvement (PI) has increasingly become a major priority in the educational agenda. Parents are regarded as an important source for schools and teachers that largely contribute to good-quality education. Schools are expected to develop practices that include parents in activities that concern both the learning process and school practical aspects. Research on school effectiveness and improvement suggests that teachers and parents partnership is now strongly recommended in order to ensure children's school success (Mortimore et aI, 1988). This study discusses PI terminology and concepts; the process and the construction of PI theory with its models and typologies; research and evidence which has influenced this thesis; and evidence from Brazilian schools. PI typologies and models have greatly influenced this piece of work because it is argued teachers' preparedness for PI can only be examined from that knowledge. In particular, the study uses a typology of PI devised by Joyce Epstein (1989) based on PI research in American primary schools (1982, 1985, 1987, and later, extended to middle and secondary schools). Since little attention has been paid to school PI practices in Brazil, this research aims to understand and reveal Brazilian teachers' position to PI. To pursue this aim two studies were designed to collect parents' and teachers' views about PI practices taken from Joyce Epstein's typology, research and questionnaires. Eleven Brazilian state pre and primary schools were involved: 21 parents whose children were in the fourth grade were interviewed using a semistructured questionnaire, and 181 pre- and primary school teachers answered a structured questionnaire. Parents' data were qualitatively analyzed and teachers' quantitative data were analyzed using factor analysis. The results showed that Brazilian parents see PI in three different ways: help, involvement and communication. Help was related to the practical aspects of schooling; involvement was related to intellectual and2 I educational activities; and communication was seen as the tool for the other two categories that would need to be more effectively developed. The findings suggest that Brazilian teachers welcome parents' support in preparing children to go to school but seemed to reject the idea of parents' helping with curriculum-related activities in the classroom and school. However, they would like parents to follow their advice and instructions for activities developed at homne including homework. The importance of positive communication and parents and children's appraisal was also highlighted. Both Brazilian teachers and parents believed that two-way communication and integration of efforts are essential elements for effective in Brazilian schools.
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Barnsley, Amy Elizabeth. "Analysis of the effects of online homework on the achievement, persistence, and attitude of developmental mathematics students." Thesis, University of Alaska Fairbanks, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3624436.

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This dissertation summarizes a study of the use of online homework with developmental mathematics students at the University of Alaska Fairbanks. To address the problem of high failure rates in developmental mathematics courses this study investigated the relationship between online homework and academic achievement, persistence, and attitude. Special focus was placed on non-traditional and Alaska Native students.

A matched pair experimental design was employed. The independent variable was homework type and the dependent variables were achievement, persistence, and attitude. Nineteen sections of developmental mathematics, six instructors, and 423 student participants were involved.

The main effect of homework type was not statistically significant to any of the dependent variables. However, the effect of the interaction between homework type and course level was significant (p = 0.005). Upon further analysis it was found that one of the four levels (beginning algebra) had significantly higher post-test scores when online homework was assigned. The interaction effects of homework type/Native status and homework type/ non-traditional status were not statistically significant on any of the dependent variables.

Also, results from homework questionnaires were compared. In general, students rated paper homework slightly higher than online homework. Instructors rated online homework higher than students did. Non-traditional students scored paper homework higher than online homework.

The conclusion of this study is that while students have a slightly more favorable attitude toward paper homework, online homework in conjunction with graded paper quizzes and face-to-face instruction does not have a negative effect on achievement or persistence.

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Benits, Nicolina, and Cassandra Arnberg. "Varför har vi matematikläxor? : En kvalitativ studie om syfte och attityder till läxor ur ett lärar- och elevperspektiv." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-44807.

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Syftet med studien är att beskriva fyra lärares respektive tio elevers syn på varför matematikläxor används i lågstadiet samt vilka attityder de har gentemot dem. Metoden som har använts är semistrukturerade intervjuer med elever och lärare i årskurs 1–2. Resultaten visar att samtliga lärare framförallt ger läxa i syfte att repetera och befästa kunskap. Eleverna framförde en likartad uppfattning och menade att läxan är till för att träna mer på det innehåll som har behandlats under lektionstid. Lärarnas attityder gentemot läxor skiljde sig, då två av lärarna uppgav en positiv inställning medan två av lärarna uttryckte en direkt negativ inställning till läxor. Resultaten visar vidare att lärarnas uppfattning om elevernas attityder gentemot matematikläxor skiljer sig från elevernas faktiska attityd. Lärarna förklarade att de upplevde de flesta elevers inställning som positiv. Samtidigt uppgav sex av tio elever en negativ inställning till arbetet med den senaste matematikläxan. Samtliga lärare uppgav att det kan finnas svårigheter med läxor, såsom tidsbrist och att konflikter kan uppstå i hemmet. En slutsats som kan dras från resultaten är att färdighetsträning är den vanligaste orsaken till att läxor ges, enligt både lärarna, eleverna och forskare.
The purpose of the study is to describe four teachers 'and ten students' views on why mathematics homework is used in primary school as well as what attitudes they have towards them. The method used is semi-structured interviews with students and teachers in grades 1–2. The results show that all teachers primarily give homework in order to repeat and consolidate knowledge. The students presented a similar view and said that the purpose of homework is to practice more on the content that has been treated during lesson. The teachers' attitudes towards homework differed, as two of the teachers stated a positive attitude, while two of the teachers expressed a direct negative attitude to homework. The results also show that the teachers' perception of the students' attitudes towards the mathematics homework differs from the students' actual attitude. The teachers explained that they experienced the attitude of most students as positive. At the same time, six out of ten students expressed a negative attitude to the work on the latest mathematics homework. All teachers stated that there may be difficulties with homework, such as lack of time and that conflicts may occur in the home. One conclusion that can be drawn from the results is that skill training is the most common reason why homework is given, according to both the teachers, the students and the researchers.
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Wong, Chi Kuen. "The effects of three computer-based mathematics homework formats on achievement and attitudes of lower secondary students." Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339603.

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Danho, Marie. "Elevers negativa inställning till läxor : En studie om elevers attityder till läxor i årskurs sex." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3881.

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The aim in this essay is to investigate students’ attitudes to homework in grade six, and closerstudy the attitudes of the students who think homework is difficult and boring. I have chosento investigate and find out why homework is perceived as boring and cumbersome for somestudents in sixth grade. I hope to identify the aspects that contribute to the negativeconsequences that arise in connection with the homework. The following questions are usedto make the study: Do some students experience homework as boring and difficult? Do somestudents get any form of support at home, if so, how do students perceive the support fromhome? How do students feel that homework affects their leisure?What is the reason that the homework is perceived as difficult and boring according to thestudents? How should the shape of homework change according to the students who believethat homework is difficult and boring?

I have chosen to do the study with older students who have more experience with homework.I used both qualitative and quantitative methods, those are interviews and questionnaires. Ichose to focus only on those students who have a negative attitude to homework, which iswhat interested me most. The result was shown in both the questionnaires and interviews thatthe majority of students feel that homework is boring and difficult. It has been shown thatstudents in the interview have a very positive attitude to short and personalized homework.The students believe that other forms of homework, such as experimenting, cooking, solvingcrossword puzzles would be more fun to do. All students believe that they could managedifficult homework if they were more interesting and fun.

 

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Zakrzewski, Jennifer. "Effect of Interactive Digital Homework with an iBook on Sixth Grade Students' Mathematics Achievement and Attitudes when Learning Fractions, Decimals, and Percents." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5611.

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Over the past decade, technology has become a prominent feature in our lives. Technology has not only been integrated into our lives, but into the classroom as well. Teachers have been provided with a tremendous amount of technology related tools to educate their students. However, many of these technologically enhanced tools have little to no research supporting their claims to enhance learning. This study focuses on one aspect of technology, the iBook, to complete homework relating to fractions, decimals, and percents in a sixth grade classroom. An iBook is a digital textbook that allows the user to interact with the book through various features. Some of these features include galleries, videos, review quizzes, and links to websites. These interactive features have the potential to enhance comprehension through interactivity and increased motivation. Prior to this study, two pilot iterations were conducted. During each pilot study, students in two sixth grade classrooms used the iBook to supplement learning of fractions, decimals, and percents. A comparison group was not included during either iteration, as the goal was to fine-tune the study prior to implementation. The current study was the third iteration, which included a comparison and treatment group. During this study, three research questions were considered: 1) When learning fractions, decimals, and percents, in what ways, if any, do students achieve differently on a unit test when using an interactive iBook for homework as compared to students who have access to the same homework questions in an online static PDF format? 2) What are students' perceptions of completing homework regarding fractions, decimals, and percents with an interactive iBook compared to students who complete homework in an online static PDF format? 3) In what ways does students' achievement on homework differ when completing homework related to fractions, decimals, and percents from an interactive iBook and a static PDF online assignment? Thirty students from a small charter school in southeast Florida participated in the third iteration of this study. Fifteen students were in the comparison group and fifteen were in the treatment group. Students in both groups received comparable classroom instruction, which was determined through audio recordings and similar lesson plans. Treatment group students were provided with a copy of the iBook for homework. Comparison group students were provided with a set of questions identical to the iBook questions in a static digital PDF format. The comparison group students also had access to the textbook, but not the iBook nor the additional resources available within the iBook. The study took place over three weeks. At the commencement of the study, all students were given a pretest to determine their prior knowledge of fractions, decimals, and percents. Students were also asked to respond to questions regarding typical homework duration, level of difficulty, overall experience, and additional resources used for support. During the study, both classes received comparable instruction, which included mini lessons, manipulative based activities, mini quizzes, and group activities. Nightly homework was assigned to each group. At the conclusion of the study, both groups were given a posttest, which was identical to the pretest. Students were asked identical questions about their homework perceptions as prior to the study, but were asked to respond in regards to the study alone. All participating students completed a questionnaire to describe their perceptions of completing homework regarding fractions, decimals, and percents with an iBook as opposed to static digital PDF homework. Lastly, six students from the comparison group participated in a focus group and six students from the treatment group participated in a separate focus group. Data were collected from the pretest and posttest, pre and post homework responses, collected homework, mini quizzes, audio recordings, teacher journal, questionnaires, and the focus group. No difference in achievement was found between the two groups. However, both groups improved significantly from the pretest to posttest. Based on the questionnaires and focus groups, both groups of students felt they learned fractions, decimals, and percents effectively. However, the questionnaire data showed the treatment group found the iBook more convenient than the comparison group did the textbook. Data from this study provide a baseline for future studies regarding iBooks in middle school mathematics. Although the data show no difference in achievement between the two groups, further studies should be conducted in regards to the iBook. Questionnaire and focus group data suggest, with modifications, students may be more inclined to use the resources within the iBook, which may enhance achievement with fractions, decimals, and percents.
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Books on the topic "Attitute to homework"

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1947-, Taratori Eleni, ed. Hausaufgaben: Einstellungen deutscher und griechischer Lehrer. Frankfurt am Main: P. Lang, 1995.

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Limoges, Norman G. The perceptions and attitudes of teachers, parents, and students regarding the assignment of practice, preparation, and extension homework for high school students. 1987.

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Doering, William G. The effects of a parent education program on fourth-grade student academic achievement, homework, attitude, and attendance. 1993.

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Tropical, Casita. Gratitude Journal-30 Day Challenge to Cultivate an Attitude of Gratitude : Gratitude Journal: Variety of Questions and Homework for Each Day! Independently Published, 2021.

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Toblin, Robin L., and Amy B. Adler. Resilience Training as a Complementary Treatment for PTSD. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190205959.003.0012.

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Resilience can be viewed as a process in which behaviors or attitudes can lead to a more positive outcome in the face of a traumatic stressor. Universal and targeted resilience training programs (e.g., primary and secondary prevention programs) can be adapted to complement evidence-based treatments (EBTs) for post-traumatic stress disorder (PTSD), tertiary interventions. Using a skill-focus for resilience may increase optimism and self-efficacy for individuals, and therefore, their engagement in the homework and self-examination required by EBTs. Resilience topics that seem especially fitting as an adjunct for treatment are (1) optimism, (2) relationship building, (3) cognitive skills, (4) energy management, (5) emotional regulation, and (6) PTG. The changes necessary for modifying content designed for a primary prevention audience, several group therapy considerations, and the timing of resilience training relative to EBTs are elucidated. Potential research areas are discussed.
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michel, mathteach. Square Root Of 1600 : 40th Birthday 40 Years Old Anniversary Math Gift for Women, Mathematics, Students, Teachers ... .: Lined Notebook /120 Pages, 6x9, Soft Cover, Matte Finish, to Do Homework, List/Gratitude Journal to Encourage Positive Attitude Daily. Independently Published, 2021.

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michel, mathteach. Square Root Of 6724 : 82th Birthday 82 Years Old Anniversary Math Gift for Women, Mathematics, Students, Teachers ... .: Lined Notebook /120 Pages, 6x9, Soft Cover, Matte Finish, to Do Homework, List/Gratitude Journal to Encourage Positive Attitude Daily. Independently Published, 2021.

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michel, mathteach. Square Root Of 3249 : 57th Birthday 57 Years Old Anniversary Math Gift for Women, Mathematics, Students, Teachers ... .: Lined Notebook /120 Pages, 6x9, Soft Cover, Matte Finish, to Do Homework, List/Gratitude Journal to Encourage Positive Attitude Daily. Independently Published, 2021.

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michel, mathteach. Square Root Of 3136 : 56th Birthday 56 Years Old Anniversary Math Gift for Women, Mathematics, Students, Teachers ... .: Lined Notebook /120 Pages, 6x9, Soft Cover, Matte Finish, to Do Homework, List/Gratitude Journal to Encourage Positive Attitude Daily. Independently Published, 2021.

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michel, mathteach. Square Root Of 8281 : 91st Birthday 91 Years Old Anniversary Math Gift for Women, Mathematics, Students, Teachers ... .: Lined Notebook /120 Pages, 6x9, Soft Cover, Matte Finish, to Do Homework, List/Gratitude Journal to Encourage Positive Attitude Daily. Independently Published, 2021.

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Book chapters on the topic "Attitute to homework"

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Smith, Cynthia, and Lily Thukral. "Coping with Homework: Two Intercultural Mothers’ Experiences with Their Children’s Schoolwork in Japan." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 94–117. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/5.

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In this autoethnographic comparative case study, the researchers examined the parental involvement of two immigrant mothers in Japan in their children’s schoolwork. The Hoover-Dempsey and Sandler theoretical framework (Hoover-Dempsey & Sandler, 1997; Hoover-Dempsey et al., 2005) was used to investigate the influence of motivational beliefs, invitations to involvement from others, and life context variables on their involvement. Using qualitative data from surveys and interviews, the study found that additional linguistic and cultural factors specific to the mothers’ immigrant status negatively affected their engagement and attitudes toward homework and school. This chapter provides implications for school policies and support for minority families in Japan. Strategies for immigrant parents’ successful involvement are also suggested.
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Smart, Colette M. "Session 1: Introduction to the Program." In Wisdom Mind, 19–38. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197510001.003.0002.

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This first session covers the introduction to the program. It establishes the group context and orients participants to what to expect for the remainder of the program. Participants may have had varying levels of exposure to mindfulness, so time is taken to talk about what mindfulness is in the context of this program, and specifically how it is relevant to older adults and late-life cognitive decline. The raisin exercise is used as an in-class example of mindfulness. Information is given on the “attitudes of mindfulness,” aspirational principles that people can bring to their experiences in the program. Participants are introduced to the first homework exercises, and time is taken to troubleshoot when participants will practice and how they will remember to engage in daily practice.
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Smart, Colette M. "Session 1: Introduction to the Program." In Wisdom Mind, 7–12. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780197510124.003.0001.

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This first session covers the introduction to the program. It establishes the group context and will orient you to what to expect for the remainder of the program. Different people may have had varying levels of exposure to mindfulness, so time is taken to talk about what mindfulness is in the context of this program, and specifically how it is relevant to older adults. Mindfulness is both a practice/skill and also a way of thinking about our life. As such, you will be introduced to the first of several formal practices, as well as the “attitudes of mindfulness,” aspirational principles that you are invited to bring to your experiences in the program. Participants are introduced to the first homework exercises, and time is taken to troubleshoot when you will practice and how you will remember to engage in daily practice.
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Hussin, Hanafi, Ainin Sulaiman, Azni Zarina Taha, and Mozard Mohtar. "COVID-19 Pandemic and Work From Home (WFH)." In Handbook of Research on Asian Perspectives of the Educational Impact of COVID-19, 117–37. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8402-6.ch008.

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The purpose of this chapter is to examine university employees' academic and non-academic experiences while working from home during the movement control order (MCO) period (implemented due to the COVID-19 pandemic). The study focuses on experiences related to four issues: communication, situational factors, believes and attitudes, and homework interference. It also examines the perceived outcomes (in terms of productivity) of working from home (WFH). Empirical data were collected from university staff using a survey questionnaire distributed online. The findings suggest that communication among family members increased during the MCO period. Employees have the basic resources necessary to work from home. They believe that WFH allowed them to enjoy flexible working hours and save travelling time and expenses. In addition, they believe that their productivity increased as a result of their family's support while working from home. These findings will help university management to plan future WFH arrangements beyond the MCO period.
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Yokuş, Gürol, and Tuğba Yanpar Yelken. "The Adoption of Mobile Devices as Digital Tools for Seamless Learning." In Advances in Educational Technologies and Instructional Design, 297–324. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1692-7.ch015.

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This study examines the views of undergraduate students in Education Faculty related to mobile learning and reveals their mobile usage behaviors. Mobile usage behaviors include students' view about effectiveness of mobile learning, their mobile design preferences, use of mobile device for purpose of learning, the activity types conducted with mobile devices and their mobile usage frequency. It comes out that university students have very positive attitudes towards mobile learning and they think that m-learning is a really effective learning method. However, mobile devices are used mostly for two purposes: socialization and entertainment. University students agree that mobile learning removes constraints like time and space dependency. They view simplicity and fluency as the prerequisites for a mobile application. Their behaviors are infrequent when it comes to the use of mobile devices for accessing library, reading article, doing homework and note-taking. Their readiness for m-learning is considerably high and they have necessary skills for this learning form.
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Yokuş, Gürol, and Tuğba Yanpar Yelken. "The Adoption of Mobile Devices as Digital Tools for Seamless Learning." In Mobile Devices in Education, 237–64. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch015.

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This study examines the views of undergraduate students in Education Faculty related to mobile learning and reveals their mobile usage behaviors. Mobile usage behaviors include students' view about effectiveness of mobile learning, their mobile design preferences, use of mobile device for purpose of learning, the activity types conducted with mobile devices and their mobile usage frequency. It comes out that university students have very positive attitudes towards mobile learning and they think that m-learning is a really effective learning method. However, mobile devices are used mostly for two purposes: socialization and entertainment. University students agree that mobile learning removes constraints like time and space dependency. They view simplicity and fluency as the prerequisites for a mobile application. Their behaviors are infrequent when it comes to the use of mobile devices for accessing library, reading article, doing homework and note-taking. Their readiness for m-learning is considerably high and they have necessary skills for this learning form.
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Bennett, Peggy D. "Embracing mistakes in learning." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0024.

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Mistakes reveal a lack of learning. Or do they? Possibly they are indicators of how to learn. How do we react when a student makes a mistake? Do we feel frustration? Anger? Disappointment? Do we draw conclu­sions about the student? “He isn’t trying hard enough.” “She isn’t listening.” “He never does his homework.” “She doesn’t care about being accurate or doing well.” “He gives goofy answers on purpose to get attention.” How teachers treat mistakes can make huge differences in students’ attitudes toward learning and willingness to learn. Are students eager or hesitant? Do they display perseverance or futility? A wide- eyed “Oops, I made a mistake!” can reveal a very different learning orientation from “I just can’t do this!” What is a mistake? A “mis- take” can be the result of so many things: an attention lapse; a motor coordination challenge; men­tal fatigue; auditory, visual, or motor processing issues; inability to access vocabulary; anxiety over being the center of attention; preoccupation with hunger or worry; fear of judgment. So many possibilities. If we define learning as a series of “mis- takes” that lead us to accurate, enduring understanding, then we would likely retool our responses to mistakes in the classroom. Why are we teachers so bothered by mistakes? Do we think student mistakes signal our incompetence? Does our frustration assume that students are not trying hard enough? What would change in our classrooms if we embraced “mis- takes” as valuable, necessary steps toward learning? When we become interested in the mistake rather than the judgment of accuracy, learning changes. Teaching changes. With this orienta­tion, mistakes get reframed as mini- discoveries that lead us to what to do next, what to do differently, what to pursue instead. Teachers who become consumed with detecting mistakes miss some golden opportunities to learn. Imagine teaching a student to shoot free throws on a basketball court, but each time the student shoots, we watch only the basket. It is in watching the shooter, not the basket, that we learn how to teach.
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"Perceived social norms. Participants also responded to items soliciting their perception of cheating by other students at the college. Specifically, partici-pants were asked to estimate the frequency of cheating behavior by friends, by members of their residence hall and, more generally, by students at the college. Attitudes. Three items measured the extent to which participants believed cheating in college is sometimes justified, is justified to pass a course (to stay in school or to graduate), or is justified if a close friend asks for help. Knowledge. A final set of items asked participants about their knowledge of the honor system used at the college. These items were designed to measure the ex-tent to which students had received, read, and understood the colleges' honor code. RESULTS Cheating Rates For purposes of this study, participants were classified as cheaters if they responded affirmatively to any of the 17 cheating behaviors in any course during the target se-mester. Noncheaters were those who reported no cheating in any course during the same period. In our sample, 31.4% reported cheating on at least one paper or exam during the target semester, and an additional 23.5% cheated in other contexts, such as on homework or laboratory work. Thus, 54.9% of participants were classified as cheaters and 45.1% as noncheaters. Demographics. Initial analyses indicated that cheaters and noncheaters were not distinguishable based on program area of study, gender, or GPA. These variables were dropped from further analysis. In addition, the numbers of students in each class who cheated were not reliably different. However, differences by class year were found for the number of cheating acts committed. A one-way analysis of variance (ANOVA) was conducted with four levels of class year (lst-4th year) as the independent variable, and cheating score as the dependent variable. The cheating score represented the total number of times a student cheated in the target semester. This analysis was statistically sig-nificant, F(3, 170) = 5.64, p = .01. Post hoc comparisons of class year using the Tukey approach indicated that the mean cheating score for lst-year students (5.31) was significantly more than mean cheating score for juniors (1.07) or seniors (2.27). The mean cheating score for sophomores (4.12) was not significantly dif-." In Academic Dishonesty, 23–27. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-3.

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Conference papers on the topic "Attitute to homework"

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Jenjić, Slaviša, and Tatjana Mihailović. "STUDENTSʼ HOMEWORK IN THE EDUCATIONAL CONTEXT OF CONTEMPORARY TEACHING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.165j.

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Aside from a reduced scope of curriculum, students in the European education system, also relax from homework. In our system, it is generally considered that there is room for changes to the scope of curriculum, but that there must be some kind of a “link” with the teaching topics that were taught outside the classroom, too, to ensure efficient adoption of what was realized in classes. Contemporary theoretical knowledge points at the educational function of homework, for it introduces students into independent acquisition and consolidation of knowledge, trains for independent work, for self-education. This theoretical research focuses on students’ homework in the educational context of contemporary teaching. In the context of such considerations, the starting point is the hypothesis that homework enables an expansion of the teaching process for the time of further development in learning, practicing, repeating, that each child has an opportunity to determine his/her own pace and method of work, that homework motivates students for independent and responsible attitude towards work and obligations. The principal result of this theoretical research suggests that it is necessary to consider the aspects of the way in which students’ homework is conceived and assigned; that homework must be relevant, stimulating and reachable in order to motivate students for successful completion; that it helps promote proper methods of learning and autonomous abilities; that polyvalent application of homework may result in the development of cognitive abilities. Besides, it is certain that homework does not have its educational effect if it is assigned solely because it has to be assigned. Homework needs to fulfil its goal and contribute to as good educational success of each student as possible.
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Puhrova, Barbora. "CZECH SECONDARY SCHOOL PUPIL�S ATTITUDES TO HOMEWORK." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.019.

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Smith, Thomas. "Homework Characteristics as Predictors of Advanced Math Achievement and Attitude Among U.S. 12th-Grade Students." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441636.

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Karabatak, Songul, Muslim Alanoglu, and Murat Karabatak. "Effects of Homework Supported Distance Education on Academic Satisfaction, Academic Achievement, and Attitude towards Distance Education." In 2020 8th International Symposium on Digital Forensics and Security (ISDFS). IEEE, 2020. http://dx.doi.org/10.1109/isdfs49300.2020.9116372.

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Podworny, Susanne, Daniel Frischemeier, and Rolf Biehler. "Design, realization and evaluation of a statistics course for preservice teachers for primary school in Germany." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17309.

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We designed and developed a statistics course “Data & chance for primary school” that aims at developing content knowledge, pedagogical content knowledge, and technological knowledge of preservice primary school teachers. The course consists of weekly lectures where the content and the technological knowledge components are developed and of a weekly accompanying small- group seminar. The course is designed with statistical reasoning learning environment principles; interface tasks that bridge content knowledge and pedagogical content knowledge play a fundamental role in the course. Three topics are taught: data analysis, combinatorics, and introduction into probability via stochastic simulations. The first results—from online surveys before and after the course (n=189), evaluation of participants’ written homework assignments, and a written test administered after the course—show that statistical thinking of our preservice teachers improves over time and that they show more positive attitudes towards statistics after having attended the course.
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Huang, Shanfang, Jiageng Wang, Yisheng Hao, Guodong Liu, Minyun Liu, and Yugao Ma. "Reforms and Innovations in a Nuclear Engineering Course: Nuclear Power Plant Systems and Equipment." In 2020 International Conference on Nuclear Engineering collocated with the ASME 2020 Power Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/icone2020-16033.

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Abstract The Fukushima nuclear accident in Japan caused a significant impact on the nuclear power industry and public attitudes towards nuclear energy. The decreased public acceptance and the regulatory authorities’ stricter requirements of nuclear safety lead to the popularity of advanced safety technologies in scientific research and engineering projects. The demand for highly qualified human resources increases by the gradual recovery of the nuclear power field in China. In order to meet this demand, a series of course innovations are taken at Tsinghua University. Focusing on the course “Nuclear Power Plant Systems and Equipment,” the paper discusses the innovations of the course stimulated by the current industry trends and demands. A brief introduction to the special commissioned-student program at Tsinghua University is given. The paper investigates the meaning and function of the course in the frame of the curriculum plan for nuclear engineering students at Tsinghua University. The personal career plan, the industry outlook, and even the public attitudes contribute to senior students’ attitudes and demands for the course, which is tied closely to the effect of teaching. The paper addresses that the objective of the innovations is to develop a course fixing different students’ demands and help them build their ability to solve practical engineering problems in their future professional careers. The selection of teaching contents and the teaching strategy are discussed. This course takes Westinghouse AP1000 as the major point. And the nuclear power plant systems are taught in a divided way. One is the operation system, and the other is the safety system. This separation is based on the different functions and roles of these two parts and could have advantages in teaching effect. The paper explains the critical points of the systems and innovations of how to deal with course difficulties. There is a corresponding part of the safety system, and this part gets more challenges due to the industry trends. Lectures, group discussions, homework, and presentation projects are discussed. Besides, the paper considers possible efforts for further development of nuclear engineering courses.
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