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DOI

10.14221/ajte.2016v41n7.9

Abstract

Students’ experiences with homework started the moment they enter the schooling system, yet very little is known about how students view homework. In this work, science students’ views of homework, and the factors or experiences that have influenced their views of homework are explored. The participants for this work were 34 secondary school science students in their fourth year of secondary schooling. A Likert-type questionnaire was used to gather data on students’ views about homework and a semi-structured interview was used to explore what experiences and/or factors have influenced their views. The results indicate that the majority of students perceived homework to be an unnecessary chore from which no meaningful learning emerged, and they suggested that teachers are inconsistent about collecting and marking homework, and that sometimes the homework tasks are either regurgitation, irrelevant to the current class topic or overly challenging and thus, beyond what is covered in classroom learning.

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Link to publisher version (DOI)

10.14221/ajte.2016v41n7.9