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.
Full textJiang, 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.
Full textHenderson, Joyce Margaret. "Power relations within the homework process." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/140.
Full textDu, Preez Marike. "The attitudes of parents towards homework in the Foundation Phase." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45888.
Full textDissertation (MEd)--University of Pretoria, 2014.
tm2015
Educational Psychology
MEd
Unrestricted
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/.
Full textBarnsley, 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.
Full textThis 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.
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.
Full textThe 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.
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.
Full textDanho, 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.
Full textThe 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.
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.
Full textEsteffan, Mirella. "Läxor : En kvalitativ studie om fem lärares erfarenheter och attityder till läxor för tvåspråkiga elever." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14594.
Full textBergström, Camilla, and Karin Hansson. "Läxor - en del av undervisningen? : En studie kring lärares förhållningssätt och intentioner rörande läxor." Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-3588.
Full textVår kvalitativa studie utgår från vad lärare säger sig ha för intentioner med läxor och vilket förhållningssätt de har till dem. Vi ville skapa oss en bild om hur vi kan förhålla oss till läxor i vår kommande yrkesroll som lärare. För att uppnå syftet med studien intervjuade vi fyra lärare i de tidiga skolåren. Utifrån materialet intervjuerna gav kom vi fram till fyra olika kategorier kring lärares förhållningssätt till läxor: Läxor som tradition och rutin, Lärares syn på läxor med hänsyn till eleven, Läxans tidsvinst och tidskostnad samt Föräldrar som läxhjälp och samarbetspartner. Resultatet visar att för lärare är läxor viktiga för att upprätthålla en bra och nära relation till föräldrar och för att föräldrarna ska bli delaktiga och kunna se vad deras barn presterar och arbetar med i skolan. Ett annat lärarsyfte, med att ge läxor är att eleverna behöver färdighetsträning för att ta till sig den kunskap som förmedlas i skolan. Läxor är en självklar del av skolan för de allra flesta lärare, men läxor är inget stort diskussionsämne vare sig i arbetslag eller på skolorna i allmänhet.
Our qualitative study is aimed at teachers´ intentions with the homework and their attitude to it. We wanted to create a picture of what attitude we could adopt to homework in our future professional role as teachers. To achieve the objective of the study, we interviewed four teachers in the elementary school. Based on the material the interwiews gave we came up with four categories around teachers´attitude to homework: Homework by tradition and routine, Teachers´views on homework given to the pupils, Homework as a timesaver and a timecost and Parents as a partner and a help with homework. The result shows that for teachers is homework important to maintain a good and close relationship with parents and that parents should be allowed to see their children´s achievements and what they are working with in the school. Another intention, for teachers, with homework is that pupils need skills in order to take in knowledge. Homework is a natural part of school for most teachers, but homework is not a major topic of discussion either in teams or schools in general.
Cheung, Hoi-yan, and 張凱欣. "The after-school academic workload in Shanghai and Los Angeles." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244075.
Full textChen, Ming-Jung, and 陳明容. "The impact of applying “parent-child homework” in environmental curriculum on environmental knowledge, attitudes and behavior of students and parents." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/68360090626532935874.
Full text國立臺中教育大學
環境教育研究所
96
Abstract This study discussed on impact of applying “parent-child homework” in environmental curriculum on environmental knowledge, attitudes and behavior of students and parents. With quasi-experimental design. The students were divided into three groups. First group who accepted lessons of “life environmental protection” without any related homework. Second group who accepted the same lessons of “life environmental protection” with parent-child homework which must be completed with their parents at home. Control group did not accepted any lessons related to environmental protection neither with any parent-child homework.. This study adopted pre-test and post-test questionnaire of students, pre-test and post-test questionnaire of parents, parent survey and outline of parent interview. Result of this study showed that parent-child homework could provide topics which could be discussed by students and their parents. As a result, students and their parents in second group made more progress in environmental knowledge, attitude and behavior performance than those in first group and control group. With parent-child homework, students not only transmitted related environmental knowledge to their parents efficiently but also exerted relative impact on changes of environmental attitude and behavior of their parents. Qualitative data showed that homework completed together by parents and students increased interaction between students and parents. Besides, most of the parents identified with importance of environmental curriculum and agreed to support future curriculum and parent-child homework. However, a few parents felt parent-child homework were too difficult to cooperate. Therefore, content design and times of practice must be considered carefully. At last, the author afford some suggestions on future environmental parent-child homework and study.
Min-Ou, Jui, and 歐瑞敏. "Effects of Exercise Training and Physical Fitness Homework Intervention on the Obese Children’s Health-related Physical Fitness、Exercise Perception and Attitudes." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/11240352024308867691.
Full text輔仁大學
體育學系碩士班
94
This study was mainly to investigate the effects of exercise training(ET) and physical fitness homework(PFH) intervention on the obese children’s health-related physical fitness、exercise perception and attitudes.There were 45 obese children(BMI≧23.5) divided by random assignment into three groups: ET、ET+PFH and control group(CG).Each group included 15 subjects.ET and ET+PFH attended the regular exercise training 3 times a week,60-85% HRmas for 10 weeks.ET+PFH also took physical fitness homework once a week during the experimental period.CG maintained the normal daily life schedule without taking any training courses.All the subjects had to take the tests of health-related physical fitness、exercise perception and attitudes before and after curriculum.The data of physical fitness was analyzed by mixed design two-way ANOVA;the data of exercise perception and attitudes was analyzed by one-way ANCOVA.Then the comparisons were made with the Tukey method if there was a significant difference among them.The α level was set at <.05.The findings were as follows: 1.ET and ET+PFH have better performance(p<.05) on the health-related physical fitness tests including BMI、sit and reach、sit-ups、800m run than that of CG after intervention program. 2.ET+PFH has a better performance on the exercise perception and attitudes tests(p<.05) than that of ET and CG after intervention program
Yu, Chia-Ling, and 俞佳伶. "A Study of the Relationships among Junior High School Students’ Mathematics Homework,Attitudes Toward Mathematics Learning and Mathematics Learning Achievement – An Example of TIMSS 2011." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/sg2zy9.
Full text輔仁大學
統計資訊學系應用統計碩士在職專班
102
The factors that affect students’ mathematics learning achievement are hot issues. The purpose of this study is to investigate the relationships of mathematics homework, attitudes toward mathematics learning and mathematics learning achievement. This study used the data taken from eighth grade Taiwanese students in TIMSS 2011. Statistical methods used include Descriptive statistics, Factor Analysis, Analysis of Association, Independent sample t-test and One-Way ANOVA. Then the results showed that there are indeed statistical relations among mathematics homework, attitudes toward mathematics learning and mathematics learning achievement. Further, the analysis of the regression model showed that confidence in mathematics, affection toward mathematics, education levels of learner’s mother and the amount of homework are important explanatory variables for influencing mathematics learning achievement.
"Influences on math homework completion and achievement: Students' attitudes toward teacher-related factors, student motivational factors, and environment-related factors in fifth and eighth graders." Tulane University, 2000.
Find full textacase@tulane.edu
Kubátová, Stanislava. "Domácí příprava žáků." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-331147.
Full textMakgopa, Masiye Ephraim. "Teacher expectations of parental involvement : a case study of two primary schools." Diss., 2012. http://hdl.handle.net/10500/9352.
Full textCurriculum and Instructional Studies
M. Ed. (Curriculum Studies)
Moyana, Hlengani Jackson. "Factors related to mathematics achievement of secondary school pupils." Diss., 1996. http://hdl.handle.net/10500/17527.
Full textPsychology of Education
M. Ed. (Psychology of Education)