Journal articles: '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 childrens 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 childrens 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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Barney, D., and T. Leavitt. "Physical education majors’ perceptions and attitudes towards homework in physical education class." International Journal of Physical Education 58, no. 3 (2021): 2–9. http://dx.doi.org/10.5771/2747-6073-2021-3-2.

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Many K-12 students are given homework; this can also apply in physical education (PE) classes. Homework in PE can be specific to what the student is doing in their PE class, or students might be given the option of doing an activity of their choice. Research has investigated parents and K-12 students’ opinions and perceptions of homework. This study sought to better understand Physical Education Teacher Education (PETE) majors’ perceptions and opinions of homework in PE. It was generally found from qualitative survey questions that PETE majors felt that homework in PE can be beneficial, but that it should be fun with no busy work. Results from this study suggest that PETE majors’ are not particularly sure if they will implement homework in their PE classes upon graduation.

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Regueiro, Bibiana, Irene Pan, Antonio Valle, José C. Núñez, Natalia Suárez, and Pedro Rosário. "MOTIVACIÓN E IMPLICACIÓN EN LOS DEBERES ESCOLARES: DIFERENCIAS EN FUNCIÓN DEL RENDIMIENTO ACADÉMICO Y DEL CURSO." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 7, no. 1 (January 30, 2017): 425. http://dx.doi.org/10.17060/ijodaep.2014.n1.v7.812.

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Abstract.HOMEWORK MOTIVATION AND INVOLVEMENT THROUGHOUT ELEMENTARY SCHOOLThe current work aims to study and find out any possible variations concerning homework motivation and involvement among students with different achievement levels. The sample consists of 535 students attending the three last year levels of Elementary School. Findings suggest that as achievement grows higher the better the intrinsic homework motivation, the more the perceived homework instrumentality, the bigger the amount of homework completed and the better the homework time management are. However, homework interest, attitude towards homework and time spent on homework show no significant statistic variation relating to the different levels of achievement. On the other hand, as students progress along the elementary school year levels their intrinsic homework motivation, their homework interest and their attitude towards homework deteriorate. Although students spend longer time completing homework, their homework time management becomes worse. No statistic differences have been found among the several school year levels studied relating to the amount of homework completed.Keywords: Homework motivation, homework involvement, school achievement, Elementary SchoolResumen.El presente trabajo tiene como objetivo comprobar si hay diferencias en la motivación e implicación en los deberes escolares en función del curso y del nivel de rendimiento académico de los estudiantes. La muestra está integrada por 535 estudiantes de los tres últimos cursos de Educación Primaria. Los resultados indican que a medida que el rendimiento académico es más alto, también aumenta progresivamente la motivación intrínseca hacia los deberes, la percepción de utilidad de esos deberes, la cantidad de deberes realizados y el aprovechamiento del tiempo dedicado a los deberes. Sin embargo, tanto el interés, como la actitud y el tiempo dedicado a los deberes no varían significativamente en función de los distintos niveles de rendimiento académico. Por otro lado, según van avanzando los estudiantes de curso, disminuye progresivamente su motivación intrínseca, su interés y su actitud hacia los deberes, así como la percepción de utilidad de estos deberes. Aunque se incrementa el tiempo que dedican a los deberes, el aprovechamiento de ese tiempo disminuye. En cambio, no hay diferencias significativas en función del curso en la cantidad de deberes realizados.Palabras clave: motivación hacia los deberes escolares, implicación en los deberes escolares, rendimiento académico, Educación Primaria.

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Letterman, Denise. "Students Perception Of Homework Assignments And What Influences Their Ideas." Journal of College Teaching & Learning (TLC) 10, no. 2 (March 28, 2013): 113–22. http://dx.doi.org/10.19030/tlc.v10i2.7751.

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Authors have researched the effects of homework, but few studies have delved into the idea of students attitude towards homework. Consequently, students perception of homework, the principal participants, remains largely unknown. Students experience in homework that started as early as elementary school has influenced their ideas of homework. Trying to get students to complete their homework is one of the most frequent and frustrating behavior problems for educators. The purpose of this study is to understand students perception of homework assignments and identify factors that influenced their ideas. The participants for this research project were 180 undergraduate students enrolled in select Principles of Finance and Corporate Finance classes (encompassing three semesters and nine classes) at Robert Morris University, Pittsburgh, Pennsylvania. Results of the study summarize students opinions of homework assignments while in high school, college, and for the specific course in which the questionnaire was administered. Tests of significance revealed seven (of the nine classes) significant differences between the actual number of times homework was handed in and the pre-conceived number of times students estimated homework assignments would be completed on time.

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Robu, Viorel, Zamfira-Maria Petrescu, and Narcisa Gianina Caranfil. "Atitudinea față de școală a copiilor de vârstă școlară (studiu comparativ)." Psihologia. Revista științifico-practică = Psychology. Scientific-practical journal 40, no. 1 (May 2022): 31–42. http://dx.doi.org/10.46728/pspj.2022.v40.i1.p31-42.

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This study addresses the attitude toward school among young school-age children. This variable is very important for the analysis of the factors responsible for the diff erences between young school-age children in terms of the quality of their adaptation to school tasks and the acquisition they make through the teaching process carried out in classroom. This study is based on a quantitative design. Participants (N = 157 students in grades 3 and 4) completed a standardized questionnaire that captured various indicators of attitude toward school. Descriptive data showed positive student attitude when the following areas were analyzed: relationship with teachers, classroom instruction, thorough preparation for school, homework, academic performance, and satisfaction with school. The hierarchy of daily activities by frequency placed preparing for class for school, reading, and solving homework in the top positions. The comparative data partially confi rmed three of the working hypotheses. The results of the study are analyzed in terms of their relevance to psycho-educational approaches aimed at increasing motivation for school among young school-age children.

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Valle, Antonio, Bibiana Regueiro, Iris Estévez, Isabel Piñeiro, Susana Rodríguez, and Carlos Freire. "Homework involvement and motivation in elementary school students according to academic achievement and grade." European Journal of Investigation in Health, Psychology and Education 5, no. 3 (November 30, 2015): 345–55. http://dx.doi.org/10.1989/ejihpe.v5i3.137.

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This paper analyzes statistically significant differences in some motivational and involvement in homework variables, depending on the course and the level of academic achievement. The sample consists of 535 participants of 4th, 5th and 6th Primary Education (from 9-13 years old). According to the academic performance, the results of this research indicate that students with higher academic achievement do more homework, manage better the time spent on them, perceive them more useful and even they are more motivated intrinsically toward them. Regarding the grade level, the results show that the attitude toward homework and intrinsic motivation and interest for homework decline as students advance to higher grade levels. Also as they advance, they spend more time doing homework and the time management becomes increasingly worse.

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Valle, Antonio, Bibiana Regueiro, Iris Estévez, Isabel Piñeiro, Susana Rodríguez, and Carlos Freire. "Homework involvement and motivation in elementary school students according to academic achievement and grade." European Journal of Investigation in Health, Psychology and Education 5, no. 3 (November 30, 2015): 345–55. http://dx.doi.org/10.3390/ejihpe5030031.

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This paper analyzes statistically significant differences in some motivational and involvement in homework variables, depending on the course and the level of academic achievement. The sample consists of 535 participants of 4th, 5th and 6th Primary Education (from 9-13 years old). According to the academic performance, the results of this research indicate that students with higher academic achievement do more homework, manage better the time spent on them, perceive them more useful and even they are more motivated intrinsically toward them. Regarding the grade level, the results show that the attitude toward homework and intrinsic motivation and interest for homework decline as students advance to higher grade levels. Also as they advance, they spend more time doing homework and the time management becomes increasingly worse.

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Srirangam and Mahendran. "ATTITUDE TOWARDS HOME WORK AMONG TEACHERS AT SECONDARY LEVEL IN COIMBATORE DISTRICT." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (May 31, 2017): 78–82. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1973.

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Homework is defined as a set of tasks assigned to students by their teachers to be completed outside the class. Common homework assignments may include a quantity or period of reading to be performed, writing or typing to be completed, problems to be solved, a school project to be built (such as a diorama or display), or other skills to be practiced. The study aimed to examine the attitude towards home work among teachers at secondary levels. The investigator adopted survey method to study the attitude towards home work among teachers at secondary levels. For this study a sample of 300 secondary level teachers from five Govt and Private schools which are situated in and around Coimbatore district in Tamil Nadu were selected by the investigator using simple random sampling technique. The findings reveal that is inferred that there is a difference in the level of attitude towards homework among school teachers at secondary level.

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Lumbu-ani, Jenevieve, Hasan P. Abusama, Jasmine L. Pangarungan, Jheanese Joy L. Danozo, Marielle Joy L. Estrada, Hasandra A. Hasan, and Luis Henri A. Moscoso. "Attitude of Sultan Kudarat State University Laboratory High School Students and Teachers on Proposed “No Homework Policy” Bill." Indonesian Journal of Educational Research and Technology 1, no. 2 (April 10, 2021): 45–50. http://dx.doi.org/10.17509/ijert.v1i2.33407.

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The purpose of our study is to understand the attitude of the university students and teachers on the proposed ‘No Homework Policy” bill and how it could impact their studies and personal lives. The main objective was focused on (1) understanding the impact of the “No Homework Policy” bill to the students and teachers if the said policy bill will be implemented, (2) knowing the struggles of the students and teachers when it comes to homework, and (3) finding out the possible solution that could be implemented to lessen the struggles of both students and teachers regarding homework. A phenomenological design was used as an approach to conduct this study. Based on the results, most of the students are in favor of the said proposed bill. However, some teachers are against or undecided about it. The results also showed that the said proposed bill could affect both students and teachers in a positive and also a negative way. This study does not only help the student to realize how homework can impact their academic performances but also support the teacher to improve the capacity of their teaching skills and be aware of the struggles of the students with regards to homework

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İflazoğlu, Ayten, and Eunsook Hong. "Relationships of Homework Motivation and Preferences to Homework Achievement and Attitudes in Turkish Students." Journal of Research in Childhood Education 26, no. 1 (January 2012): 57–72. http://dx.doi.org/10.1080/02568543.2011.632066.

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Cooper, Harris, James J. Lindsay, Barbara Nye, and Scott Greathouse. "Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement." Journal of Educational Psychology 90, no. 1 (1998): 70–83. http://dx.doi.org/10.1037/0022-0663.90.1.70.

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Locke, Judith Y., David J. Kavanagh, and Marilyn A. Campbell. "Overparenting and Homework: The Student's Task, But Everyone's Responsibility." Journal of Psychologists and Counsellors in Schools 26, no. 1 (February 5, 2016): 1–15. http://dx.doi.org/10.1017/jgc.2015.29.

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A high level of parental involvement is widely considered to be essential for optimal child and adolescent development and wellbeing, including academic success. However, recent consideration has been given to the idea that extremely high levels of parental involvement (often called ‘overparenting’ or ‘helicopter parenting’) might not be beneficial. This study used a newly created overparenting measure, the Locke Parenting Scale (LPS), to investigate the association of overparenting and children's homework. Eight hundred and sixty-six parents completed online questionnaires about their parenting beliefs and intentions, and their attitudes associated with their child's homework. Parents with higher LPS scores tended to take more personal responsibility for the completion of their child's homework than did other parents, and ascribed greater responsibility for homework completion to their child's teacher. However, increased perceived responsibility by parents and teachers was not accompanied by a commensurate reduction in what they perceived was the child's responsibility. Future research should examine whether extreme parental attitudes and reported behaviours translate to validated changes in actual homework support.

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Bhatta, Balaram. "Perception of Students about Homework in Mathematics." Nepal Journal of Multidisciplinary Research 3, no. 2 (November 23, 2020): 77–85. http://dx.doi.org/10.3126/njmr.v3i2.33028.

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Homework has been a source of debate in schools for the past several decades and will continue to be an important topic in the future. It is a traditional part of education but some debate its importance in the classroom. This study explored student perception of homework and their reported performance in basic and secondary level school mathematics. The research questions focused on student attitudes about homework, the relationship of students’ self-efficacy and support resources to their homework completion, and the relationship of students’ general level of achievement in mathematics with respect to gender, level and achievement level. The study involved a survey of 402 students of Tokha Municipality. The survey did not demonstrate reliable measurement of the hypothesized factors of purpose, self-efficacy, and support resources related to students’ overall perceptions about homework. However, overall, students reported positive attitudes and grades in math class. On the basis of gender and level in which students study, there is no significant difference on the perception while there is statistically significant difference on the basis of students' achievement in examination. It is recommended that a good and healthy home environment and sound teacher student relationship yields in good achievement score and boosts up overall perception on mathematics homework.

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Saban, Ayten Iflazoglu. "An Investigation Of The Relationship Between Students’ Views On Homework And Their Learning Styles." European Scientific Journal, ESJ 12, no. 7 (March 30, 2016): 47. http://dx.doi.org/10.19044/esj.2016.v12n7p47.

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The purpose of this study is to identify the relationship between students’ views on homework and their learning styles. The study follows a descriptive survey model. It is also an example of descriptive study in relational screening model. Target population is all first, second, third, and fourth year students who are enrolled in Çukurova University Primary School Classroom Teaching Department. The participants are 443 students who volunteered to fill in the data collection forms used in the study. Of the participants, 90 were first year, 103 were second year, 140 were third year, and 110 were fourth year students. 275 of the students participating in the study were female (62.1%) and 168 were male (37.9%). The data were collected through “Homework Attitudes Scale” developed by Gündüz (2005), Kolb’s Learning Styles Inventory (LSI) which was first examined for its applicability in Turkey by Aşkar and Akkoyunlu (1993), “Homework Purpose Scale”, “Homework Management Scale” and “Personal Information Form” developed by the researcher. No instruments were used to measure students’ academic success levels; their academic success was identified according to the overall mean score obtained from the scores they received from all lessons. Findings show that 141 students (31.8%) preferred assimilating learning style while 133 students (30%) preferred converging learning style. Dominant learning style was found to differ according to grade level and grade point average. The difference in terms of homework attitudes, homework purpose, and homework management scale mean scores was in favour of mostly students who have converging learning style. Besides, there was a significant difference in terms of doing homework on time in favour of students who have converging learning style, and there was a significant difference in terms of coming to class without homework in favour of students who have diverging learning style.

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Amzalag, Meital. "Parent Attitudes Towards the Integration of Digital Learning Games as an Alternative to Traditional Homework." International Journal of Information and Communication Technology Education 17, no. 3 (July 2021): 151–67. http://dx.doi.org/10.4018/ijicte.20210701.oa10.

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The COVID-19 pandemic caused children to distance learn at home, but with technical and pedagogic difficulties. Digital learning games offer effective tools for pedagogic difficulties, such as active and relevant learning. Using mixed-methods research, this study examined 1) parents' perceptions about digital learning games and 21st century skills and 2) parents' attitudes towards digital learning games instead of traditional homework. The findings are based on both qualitative (in-depth interviews) and quantitative (online survey) data. The results of the study revealed that parents do not object to replacing traditional homework with digital learning games. They saw digital learning games as relevant for their children's digital lives and acknowledged their potential to reduce arguments over homework. Therefore, digital learning games should be employed in school and as an alternative for traditional homework, both in routine and crisis, such as the COVID-19 pandemic.

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Warton, Pamela M. "Mothers’ Views about Homework in the Early Years of School." Australasian Journal of Early Childhood 23, no. 1 (March 1998): 35–39. http://dx.doi.org/10.1177/183693919802300108.

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Homework is an accepted and encouraged part of school practice which serves a number of functions for most children. One such function, it is argued, is to help children to develop appropriate patterns of study and to take responsibility for their own learning. Children do not develop these skills alone: both parents’ and teachers’ views and practices are influential. This study investigated the views of mothers of Grade 2 children about both homework practices and attitudes. Results indicated a consistent set of homework practices but considerable variation in the views held by mothers of this age group. Implications for the development of both children's sense of responsibility and responsible homework practices are discussed.

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Xu, Jianzhong. "Predicting Homework Distraction at the Secondary School Level: A Multilevel Analysis." Teachers College Record: The Voice of Scholarship in Education 112, no. 7 (July 2010): 1937–69. http://dx.doi.org/10.1177/016146811011200705.

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Background Students continue to struggle with homework distraction well into the secondary school years. Recently, the concern over homework distraction has been growing, as new electronic media have offered diverse and nearly ubiquitous forms of diversion to students while they are doing homework. It is surprising to note, however, that a systematic examination of a broad spectrum of factors that contribute to homework distraction is noticeably absent from much contemporary literature. Thus, there is a critical need to examine a range of variables that may influence homework distraction and, consequently, what implications might be drawn from this line of research to help students better handle homework distraction. Purpose The aim of the present study is to propose and test empirical models of variables posited to predict homework distraction at the secondary school level, with the models informed by (a) relevant theoretical approaches (e.g., volitional control) and (b) findings from homework research that alluded to a number of factors that may influence homework distraction. Research Design The study reported here used cross-sectional survey data. Participants The participants were 1,800 students from 97 classes in the southeastern United States: 969 eighth graders from 52 classes, and 831 eleventh graders from 45 classes. Results Results from the multilevel analyses revealed that most of the variance in homework distraction occurred at the student level, with grade level as the only significant predictor at the class level. Findings further revealed that at the student level, the variation in homework distraction was influenced by gender, self-reported grades, the context of doing homework at home, and student attitudes toward homework.

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Parshak, Olexander. "Training Program "Psychology of the Commercial Organization Staff's Attitude Towards Money"." Організаційна психологія Економічна психологія 4, no. 21 (December 23, 2020): 82–96. http://dx.doi.org/10.31108/2.2020.4.21.8.

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Introduction. Commercial organizations' efficiency can be improved, among other ways, through the formation of staff's harmonious attitude towards money and staff's active participation in the development and implementation of the organization's monetary policies. Aim: to develop the content and design of the training program for the formation of commercial organization staff's harmonious attitude towards money. Methods. The technological approach by L. Karamushka and a number of interactive techniques (unfinished sentences, "brainstorming", small-group work, group discussions, role-playing games, work with Internet resources, psychological workshops, creative homework, etc.) aimed at organizing trainees' joint activities and communication. Results. The author has proposed a 56-hour-long training program "Psychology of the Commercial Organization Staff's Attitude Towards Money", which includes the following five training sessions: "The Concept of Money and Their Role in Commercial Organization Staff's Life", "The Impact of the Commercial Organization Staff's Organizational and Psychological Characteristics on Staffs' Attitudes towards Money", "The Commercial Organizations' Organizational and Psychological Characteristics that Affect Commercial Organization Staff's Attitudes towards Money", "Commercial Organizations' Monetary Policy: it Content and Organizational and Psychological Problems", "The Main Directions of Commercial Organizations' Monetary Policies." Conclusions. The proposed training program can be used for commercial organization staff's psychological training as well as in shaping and pursuing monetary policies of commercial organizations.

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Dattilio, Frank M., Nikolaos Kazantzis, Gregg Shinkfield, and Amanda G. Carr. "A Survey of Homework Use, Experience of Barriers to Homework, and Attitudes About the Barriers to Homework Among Couples and Family Therapists." Journal of Marital and Family Therapy 37, no. 2 (March 4, 2011): 121–36. http://dx.doi.org/10.1111/j.1752-0606.2011.00223.x.

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Pastoriko, Fransiskus Magnis, Kana Hidayati, and Rasmuin Rasmuin. "What the high school students say about mathematics homework." Jurnal Riset Pendidikan Matematika 6, no. 2 (November 29, 2019): 222–32. http://dx.doi.org/10.21831/jrpm.v6i2.29216.

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Homework had become a tradition in teaching and learning mathematics in school. Even so, in Indonesia, there is not enough research on homework. Our research is conducted to investigate high school students’ views on homework and to provide the basis for further research on homework in Indonesia. In this research, we use exploratory-descriptive qualitative to explore and describe the students’ view of homework. We collected the data from 124 high school students by using the structured interview conducted via online form. The data were analyzed by using the thematic analysis. Based on our results, we found that (1) students know that mathematics homework can help them with their academic achievement and their attitudes toward their studies, (2) mathematics homework is not high on their priority, (3) it makes them tired physically and mentally, and (4) students argue that mathematics problems are better to be solved in the class where they can ask the teacher. We also found their difficulties in doing their homework, such as (1) lack of knowledge (2) their teachers do not give them the necessary ‘tools’ to solve the problems, (3) they can’t ask for helping hands if they can’t solve the problems (4) some emotional problems such as motivation, and (5) other priorities are higher on their list.

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Rešić, Sead, and Amra Borogovac. "EDUCATIONAL ROLE AND SIGNIFICANCE OF HOMEWORK IN BEGINNER MATHEMATICS TEACHING." Journal Human Research in Rehabilitation 4, no. 2 (April 2014): 41–49. http://dx.doi.org/10.21554/hrr.041406.

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In this research, the attitudes of students, teachers and parents regarding the role and significance of homework in Mathematics beginner teaching, were analyzed. Through a sample of 345 examinees (21 teacher, 219 students and 105 parents), attitudes and individual opinions regarding the given issued were examined. The research employed descriptive method, theoretical analysis method and survey method, while the research techniques consisted of questionnaire and statistical data analysis. Results of the research are demonstrated in graphical and tabular manner, including explanation and discussion. In the conclusion, attitudes of students, teachers and parents regarding the role and significance of homework in Mathematics beginner teaching are stated and explained.

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Klymenko, Nataliia. "Training program «Psychology of women's attitudes to money»." Організаційна психологія Економічна психологія 2, no. 26 (July 22, 2022): 60–72. http://dx.doi.org/10.31108/2.2022.2.26.7.

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Introduction. An important psychological problem is the formation of a harmonious attitude of women to money, both in personal life and in the organizational environment. Aim. To develop the content and structure of the training program for the formation of a conscious harmonious attitude of women to money. Methods. The technological approach proposed by L. Karamushka (2018) and interactive techniques (study of trainees' expectations, joint development of group-work rules, incomplete sentences technique, brainstorming, small-group work, group discussions, role-playing games, workshops, creative homework, etc.) aimed to organize trainees' individual and joint activities. Results. The proposed training program «Psychology of women's attitudes to money» includes the following five training sessions: 1) «The essence of money and the role of money mindsets in the life of individuals and organizations»; 2) «The role of life position in shaping the financial scenario of women»; 3) «The effects of personal and professional behavior styles of women on their attitudes to money»; 4) «The role of gender of the individual in the formation of their attitudes to money»; 5) «Money as a component of the organizational scenario». Conclusions. The developed training program can be used for training women who work in state and commercial organizations and/or are members of public organizations.

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Mrazek, Alissa J., Michael D. Mrazek, Joshua R. Ortega, Rosie R. Ji, Sana S. Karimi, Chelsea S. Brown, Chelsie A. Alexander, et al. "Teenagers’ Smartphone Use during Homework: An Analysis of Beliefs and Behaviors around Digital Multitasking." Education Sciences 11, no. 11 (November 5, 2021): 713. http://dx.doi.org/10.3390/educsci11110713.

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Although research suggests that phone usage during academic activities is problematic for learning and performance, little is known about high school students’ digital multitasking during homework. This exploratory descriptive study surveyed 135 students from four public U.S. high schools to investigate teenagers’ attitudes towards digital distraction, smartphone use during homework, cell phone dependence, and motivations for digital multitasking. Our findings suggested that teens were distracted during homework about 38% of the time, and both mind-wandering and the use of digital devices contributed to this distraction. Of the students surveyed, 64% believed that they should focus more during homework than they currently did, and most were willing to try strategies such as silencing their phone or putting it out of sight. However, many were not currently using such strategies, and our data suggested that students may be spending approximately 204 h per year trying to complete homework but unintentionally distracted from it. We explored their current motivations and beliefs as a necessary first step for the creation of future interventions to help teens reduce their digital multitasking during homework.

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Serhan, Derar. "Web-Based Homework Systems: Students’ Perceptions of Course Interaction and Learning in Mathematics." International Journal on Social and Education Sciences 1, no. 2 (September 20, 2019): 57–62. http://dx.doi.org/10.46328/ijonses.18.

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The use of web-based homework management systems has been on the rise for the past few years. These systems provide digital alternatives to the traditional paper-and-pencil assignments. The current study aimed at investigating student perceptions of the impact of the use of web-based homework systems on students’ active learning in mathematics. The study also investigated the effects of specific features of these systems such as immediate feedback and multiple attempts on student motivation and practice. Ninety-seven college students enrolled in a mathematics course participated in this study. Data were collected using a 5-point Likert-type questionnaire. The results indicated that students had a positive attitude toward the use of web-based homework systems and they also felt motivated to do more practice using the different features of these systems. Students perceived the web-based homework systems to have a positive influence on their learning experience in the classroom.

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JAYANTHI, MADHAVI, VALERIE SAWYER, JANET S. NELSON, WILLIAM D. BURSUCK, and MICHAEL H. EPSTEIN. "Recommendations for Homework-Communication Problems." Remedial and Special Education 16, no. 4 (July 1995): 212–25. http://dx.doi.org/10.1177/074193259501600405.

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The purpose of this study was to generate recommendations for improving communication between home and school regarding the homework assigned in mainstream classes. specifically, the objectives of the study were to identify recommendations for ameliorating homework-communication problems between (a) parents and classroom teachers, (8) parents and special education teachers, and (c) classroom teachers and special education teachers. subjects for this study were 8 parents of students with mild disabilities, 13 special education teachefs of students with mild disabilities, and 11 classroom teachers who taught students with mild disabilities in their classes. six focus groups were used to generate recommendations. many recommendations for solving homework-communication problems were identified by parents, classroom teachers, and special education teachers. five themes emerged from these recommendations: time and opportunity; knowledge; attitudes and abilities; bypass; and other. these results, as well as limitations of the study and future research needs. are discussed

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Deveci, Isa, Ismail Önder, and Salih Çepni. "PARENTS’ VIEWS REGARDING HOMEWORKS GIVEN IN SCIENCE COURSES." Journal of Baltic Science Education 12, no. 4 (August 25, 2013): 497–508. http://dx.doi.org/10.33225/jbse/13.12.497.

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The aim of this study was to explore parents’ opinions about homework assignments given in science and technology courses. The sample of the study was composed of 764 parents who reside in the city of Osmaniye in Turkey. The data were collected by a “Parent Homework Scale” developed by the researcher. The instrument includes three subscales; function, attitude and behavior. U-Test and H-Test were employed to identify any difference among variables. The findings showed that there was no significant difference in parents’ scores on attitude and behavior subscales of the instrument regarding gender, educational background, occupation, and average monthly income. When function subscales scores were investigated according to gender educational background, occupation, average monthly income, it was observed that civil servants in occupational category had lower function scores than self-employed, farmer, worker, artisan, and retired. It was found that university graduates in level of education category had lower function scores than primary school graduates, secondary school graduates, and high school graduates. It was also found that high income in the monthly income group had lower function scores than other members in each related group. Key words: homework, parents’ opinions, science education.

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Kaloyanova, Nadezhda. "ATTITUDES AND APPROCHES OF PRIMERY SCHOOL TEACHERS TO HOMEWORK." Education and Technologies Journal 10, no. 1 (August 1, 2019): 99–104. http://dx.doi.org/10.26883/2010.191.1463.

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Kukliansky, Ida, Itai Shosberger, and Haim Eshach. "SCIENCE TEACHERS’ VOICE ON HOMEWORK: BELIEFS, ATTITUDES, AND BEHAVIORS." International Journal of Science and Mathematics Education 14, S1 (May 22, 2014): 229–50. http://dx.doi.org/10.1007/s10763-014-9555-8.

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Andretta, James R., and Frank C. Worrell. "Attitudes Toward the Past, Present, and Future: Associations With Self-Reported Academic Outcomes in Academically Talented Adolescents." Gifted Child Quarterly 66, no. 1 (November 9, 2021): 62–76. http://dx.doi.org/10.1177/00169862211019425.

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The Adolescent and Adult Time Inventory–Time Attitude Scales (AATI-TA) were used to examine the association between time attitudes and self-reported academic and social–emotional outcomes in 967 academically talented adolescents ( M age = 14.27, SD = 1.42) attending a summer educational program. The AATI-TA consists of six subscales assessing positive and negative attitudes toward the past, present, and future. Bivariate associations between AATI-TA subscales scores and outcomes were small. Cluster analyses of AATI-TA scores yielded several profiles, labeled Pessimists, Negatives, Ambivalents, and Positives. Students with Positive and Ambivalent profiles reported greater course enjoyment, higher perceived academic rank, and higher expected summer GPA than their peers with the Negative profile, even though the groups did not differ on how challenging they perceived the courses to be, time spent on homework, and studying. In keeping with previous research using the AATI-TA, Positives reported the most favorable outcomes, Negatives the least, and Ambivalent and Pessimistic adolescents fell between these two groups. Future research on time attitudes should include measures of actual academic performance.

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Tam, Vicky C., Phoebe Chu, and Viola Tsang. "Engaging in self-directed leisure activities during a homework-free holiday: Impacts on primary school children in Hong Kong." Journal of Global Education and Research 7, no. 1 (March 2023): 64–80. http://dx.doi.org/10.5038/2577-509x.7.1.1193.

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Homework is a core pedagogical tool used by schools around the world. Yet concern for heavy homework load has been raised regarding stress on students and families and how it may overshadow opportunities for non-academic development. Drawing support from Self-Determination Theory and Hope Theory, an innovative intervention project was designed to create homework-free opportunities for school children to take part in freely chosen self-directed leisure activities. The project was implemented in four primary schools in Hong Kong during the Easter holiday in 2017 and 2018. A mixed-method evaluation was conducted to appraise the experiences of student participants as well as the project's impact on holiday satisfaction, homework attitudes and self-directed outcomes. This study's sample was comprised of 1,425 students enrolled in Primary levels 1 to 6. Participants reported in interviews that engagement in self-chosen, self-directed leisure activities were exciting and appealing. Pre- and post-holiday survey results with control-group comparisons confirmed that students who undertook self-directed leisure activities over a homework-free holiday gained enhanced agency thinking and academic competence while also becoming less inclined to see homework as meeting their immediate learning needs. Implications are also discussed regarding the benefits of self-directed leisure activities as well as school-based homework policies regarding assignment load.

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Hagborg, Winston J. "A Study of Homework Time of a High School Sample." Perceptual and Motor Skills 73, no. 1 (August 1991): 103–6. http://dx.doi.org/10.2466/pms.1991.73.1.103.

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The amount of time high school students spend on homework is predictive of achievement, grades, and even dropping out of school. This study, based on a sample of 95 high school students, identified a group who spent zero time on homework and other students for comparison on measures of school performance and personal adjustment. The zero-time homework students were more often male, older, presented less favorable school attitudes, lower grades, more frequent discipline and conduct problems, less satisfactory close friendships, and a more external locus of control (Intellectual Achievement Responsibility Questionnaire). The groups did not differ, however, on socioeconomic status, history of repeating grades, educational expectations, and 7 of 9 scales of a measure of self-esteem (Self-perception Profile for Adolescents). It is concluded that the time a student spends on homework, at the low end, is a useful indication of the student's school adjustment, but not necessarily related to the student's out-of-school personal adjustment.

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Simić, B., A. Halilović, and V. Mešić. "Effects of technologically-rich physics homework: findings from an experimental study." Journal of Physics: Conference Series 2415, no. 1 (December 1, 2022): 012009. http://dx.doi.org/10.1088/1742-6596/2415/1/012009.

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Abstract Students’ learning outcomes in physics are significantly affected by the quality of outside-of-classroom learning experiences. A rich source of these experiences may be the physics homework. In this study, the effects of technologically-rich physics homework were evaluated. To that end a pretest-posttest experimental design has been used. 67 first-year students from the First Bosniak Gymnasium were randomly assigned to one of the three homework approaches. In the control group students received conventional homework about work and energy. Within the simulation-based approach students were expected to interact with simulations to investigate work and energy phenomena, whereas in the video-based approach students learned by analyzing a video in which the teacher interacted with the same simulations as mentioned above. Based on analysis of covariance we could find that the between-group differences on the conceptual posttest were not statistically significant, F(2, 47)=0.59, p=0.56. At the same time, students who learned by interacting with simulations expressed significantly more positive attitudes towards homework, compared to students from the video-based group (mean difference=1.88, p=0.038), as well as compared to students from the conventional group (mean difference=2.02, p=0.03). Simulation-based physics homework may be a powerful tool for helping the students to reach important affective learning outcomes.

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Buyukalan, Sevil Filiz, and Yasemin Boyaci Altinay. "Views of Primary Teachers About Homework (A Qualitative Analysis)." Journal of Education and Training Studies 6, no. 9 (August 15, 2018): 152. http://dx.doi.org/10.11114/jets.v6i9.3382.

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The aim of this study is to reveal the views of classroom teachers about homework assigned to primary students. In the study, a qualitative method was employed. The data were collected through semi-structured interviews and the participants were chosen using the purposive sampling technique. The participants of this study are twenty classroom teachers who taught the primary grades of 1, 2, 3 and 4 at a public primary school in Konya during the school year of 2017-2018. The interview form was administered to four classroom teachers in a pilot study whose findings produced a reliability level of 88% and the obtained data were analysed using the descriptive statistics. The participants’ answers to the interview items were categorized under common themes and sub-themes. Besides, in the discussion of the findings direct quotations were also given. The findings generally indicate that the teachers had a positive attitude towards homework assignments. It was also found that for them homework assignments contribute positively to increase student achievement. The findings also suggest that the views of the participants about homework assignments do not vary based on the variables of gender, grade level, their professional experience and their educational background.

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Akioka, Elisabeth, and Linda Gilmore. "An Intervention to Improve Motivation for Homework." Australian Journal of Guidance and Counselling 23, no. 1 (March 14, 2013): 34–48. http://dx.doi.org/10.1017/jgc.2013.2.

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A repeated measures design, with randomly assigned intervention and control groups and multiple sources of information on each participant, was used to examine whether changing the method of delivery of a school's homework program in order to better meet the students’ needs for autonomy, relatedness and competence would lead to more positive student attitudes to homework, and whether there would also be a positive change in overall motivation. The participants were 104 male students aged 10 to 12 years who attended a single sex high school. There was no overall intervention effect on motivation; however, the intervention appeared to have a protective effect on the quality of motivation.

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Qu, Shufang, and Hun Lee Koay. "Analysis on the Study Failure of Students in China Today." International Journal of Education and Humanities 2, no. 1 (February 17, 2022): 12–14. http://dx.doi.org/10.54097/ijeh.v2i1.231.

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Selection is one function of education, when some students can not endure the failure. The students fail because of their poor learning methods, learning attitudes and learning behaviors. Teachers do not clarify the functions and purposes of exams and homework, so the students do not like the exams and the homework. The criticisms from parents and teachers are not serious. It is understandable that some students fail in study. If the failure of some students is unavoidable, people should do more to lessen the failure and give the students more success.

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Chang, Charles B., Daniel Wall, Medha Tare, Ewa Golonka, and Karen Vatz. "Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning." Journal of Educational Psychology 106, no. 4 (2014): 1049–65. http://dx.doi.org/10.1037/a0036497.

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Smajla, Tilen. "The Use of ICT in an English Classroom." International Journal of Digital Literacy and Digital Competence 11, no. 2 (April 2020): 44–67. http://dx.doi.org/10.4018/ijdldc.2020040104.

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The paper presents the results of a study on the attitudes of young Slovenian foreign language learners. The survey was conducted in five public elementary schools from different regions of the Republic of Slovenia. Four hundred six pupils aged 7 to 12 years (grades 2 to 4) declared their willingness to participate. One hundred thirty-eight of them or 34% (4th grade) were asked whether they used ICT during English lessons, homework, and vocabulary study. A quantitative research paradigm using crosstabs was conducted. In the case of gender, the results of the Chi-square test show a statistically significant difference in attitudes towards the use of mobile phones during English lessons and homework, while no statistically significant differences were found for the variable age. Such results should motivate language teachers and policymakers to adapt their teaching methods and allow for a careful use of ICT in language teaching.

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Madjar, Nir, Nitzan Shklar, and Limor Moshe. "THE ROLE OF PARENTAL ATTITUDES IN CHILDREN'S MOTIVATION TOWARD HOMEWORK ASSIGNMENTS." Psychology in the Schools 53, no. 2 (December 21, 2015): 173–88. http://dx.doi.org/10.1002/pits.21890.

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Williamson, Vickie M., and Caitlin J. Zumalt. "How do general chemistry students’ impressions, attitudes, perceived learning, and course performance vary with the arrangement of homework questions and E-text?" Chemistry Education Research and Practice 18, no. 4 (2017): 785–97. http://dx.doi.org/10.1039/c7rp00052a.

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Two large sections of first-semester general chemistry were assigned to use different homework systems. One section used MindTap, a Cengage Learning product, which presents short sections of the textbook with embedded homework questions; such that students could read the textbook section then answer one or more questions in the same screen. The other section used Online Web Learning (OWL-version 2) also from Cengage Learning, which presents homework questions that contains links to open the textbook in a separate window. Findings showed no difference between the groups in any course grades, with both groups strongly indicating that they learned from their system. During a second-semester chemistry course taught by the same instructor, all students used OWLv2. At the end of the second semester, students who had used MindTap during the first semester were given a delayed survey, containing Likert-scaled and open-response questions dealing with students’ perceived learning/perceived level of understanding with each system, how easy each system was to use, and the advantages/disadvantages of each system. In addition, students were asked to compare the two systems giving their homework preference. Students were heavily positive towards the MindTap system. Further data was collected to compare students who used MindTap for the first semester and OWL for the second-semester with those who used the systems in reverse order, using the same survey. Results showed that students indicated significantly higher perceived learning with MindTap and better attitudes and opinions of MindTap, with its single window arrangement, often citing that they read more with MindTap.

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Tseng, Shih-Hsien, Huang-Yi Kang, Tien Son Nguyen, and Meng-Yun Liu. "Correlations Between the Attitudes about Learning of After-School Club Students during School and the Teaching Quality of Elementary School Teachers." Social Sciences 9, no. 7 (July 21, 2020): 125. http://dx.doi.org/10.3390/socsci9070125.

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In this study, we investigated the correlations between the attitudes about learning of elementary students who attended after-school clubs and the teaching quality of their educators during school. Previously, scholars have focused on service quality and satisfaction from the point of view of the parents, while overlooking the attitudes of students and teachers. To investigate the correlation between student enthusiasm and teaching quality, we sent out a questionnaire survey, collected 343 valid responses, and tested the related data via regression analysis. From the teacher’s point of view, this study can be divided into five constructs: learning interest, self-regulated learning, completing homework, interaction with the environment, and preparation for examinations. We also examined the correlations between each construct and teaching quality. We found that learning interest, homework assignments, environment interaction, and preparation for examinations had a positive correlation with the teaching quality of the elementary level teachers. Lastly, based on our findings, we made recommendations on how to improve teaching quality and leaning in the classroom.

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Wiesenthal, Richard, Bruce S. Cooper, Ruth Greenblatt, and Sheldon Marcus. "Relating school policies and staff attitudes to the homework behaviours of teachers." Journal of Educational Administration 35, no. 4 (October 1997): 348–70. http://dx.doi.org/10.1108/09578239710171938.

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Journal articles on the topic 'Attitute to homework'

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