Students' Voices Regarding Homework (Third Edition)

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Students Voices Regarding Homework/Gladys Landing-Corretjer Ed. D. (Third Edition)

Paperback: 978-1-961123-23-6

eBook: 978-1-961123-24-3

Contents

ABSTRACT

SECTION 1 Introduction to the Study

Background of the Study

Problem Statement

Purpose of the Study

Nature of the Study

Research Questions

Conceptual Framework

Methodology

Definition of Terms

Assumptions

Limitations

Delimitations

Political Implications

Fiscal Implications

Significance of the Study

Summary

Organization of the Dissertation

SECTION 2 Literature Review

Introduction

Conceptual Framework

Summary

SECTION 3 Research Method

Introduction

QUAL with an advocacy framework

Case Study

Research Questions

Context for the study

Ethical Protection of the Participants

The Role of the Researcher

Data Collection Procedures

Data Analysis

Methods to address validity

Summary

SECTION 4 Results

Introduction

Demographics

Data Collection Procedures

Data Analysis

Problem and Purpose of the Study

Findings

Summary of connections among the responses

Emerged Themes by Question

Summary of themes

A Polyvocal Analysis: The Students’ Voices

Quality Assurance

Summary

SECTION 5 Summary, Conclusion, And Recommendations

Overview

Summary of the Findings

Interpretation of the Findings

Discussion

Research literature and emergent themes from the study

Limitations

Implications for Social Change

Recommendations for Action

Recommendations for Further Study

Reflection

Conclusion

REFERENCES

Teachers’ voices

Dissident voices

About the Author

ABSTRACT

Research on students’ voices and perspectives regarding homework is absent from the literature. This qualitative case study explored the perspectives of 5th and 6th grade students in comparison with ten teachers’ perceptions regarding homework completion. The literature review revealed 3 trends in homework: pro homework, against homework, and homework reform. However, most of this research considers the adults’ perspective. The researcher administered 46 questionnaires and conducted 12 in depth interviews using a stratified purposive sample and extreme case sampling. The questionnaires and interviews educed the participants’ perceptions and practices regarding homework. The students represented 4 distinct groups: English language learners, general education, gifted and talented, and special education. The teachers instruct 5th and 6th grade. The researcher analyzed the data using critical pedagogy framework, constant comparison method and a transcript-based analysis. The findings of this study revealed that students do not complete their homework because they find it too hard, boring, or they do not understand it. The participants considered worksheets boring and hard and in contrast expressed to like research projects because it affords flexibility and creativity. The results also suggest no substantial difference in the students’ responses from various groups. The teachers’ responses revealed that 90% of the participants assign incomplete classwork as homework, disclosing a lack of training in designing homework. This study contributes to the existing literature and enhances social change initiatives by taking the students’ perception into consideration and echoing their voice in the literature. Teachers and administrators can use the results of this study to develop homework practices that would increase homework completion and student learning.

SECTION 1

Introduction to the Study

Parents, teachers, researchers and students have distinct attitudes about its effectiveness in terms of quantity and design as evidenced by countless studies. Studies have been conducted on the relationship between homework and student achievement (Cooper & Valentine 2001), some of these studies indicate this relationship remains unclear (Cooper, Robinson, & Patall 2006; Trautwein & Koller 2003). Other researchers have examined time spent on homework, its legal implications, and parental involvement (Bennett & Kalish, 2006; Kralovec & Buell, 2000). Homework research has also explored student preferences, perceptions and motivation regarding homework (Hong & Lee, 2000; Warton, 2001; Xu, 2005). However, missing from the research are the students’ voices. There is a need to learn from the students themselves why they do not complete their assigned homework. It is important for parents, teachers, and administrators to know why students adopt certain behaviors and is reasonable to believe that if students are asked why they don’t complete their homework they will provide important information regarding this phenomenon. Noguera (2007), noted, Although no groundbreaking or previously unheard solutions are offered, the reader may be surprised to learn that students do put forward practical, commonsense insights into why certain practices are ineffective, and why others should be considered (p. 206).

Chapter 1 is organized in the following manner: first is the background of the research. Since this a qualitative case study, next is the problem statement, the purpose of the study, research questions, definitions, delimitations and limitations, the significance of the study and the theoretical framework that guides the study. There is a brief section on methodology. An in-depth discussion of the methodology is the subject of chapter 3.

Background of the Study

This study will examine the reasons students in the fifth and sixth grade report for why they do not complete their assigned homework. The study will also explore the connection, if any, between the responses for not completing homework among different groups of students, including English Language Learners, gifted and talented students, and students in general education, and students in Special education programs in mainstream classrooms.

This research study identified the reasons fifth and sixth grade students at a school on the East Coast of the United States do not complete their homework. The researcher administered a questionnaire using a stratified purposive sampling. She also conducted in-depth interviews using an extreme selection sampling with at least one student and one teacher per category. The purpose of this qualitative case study was to identify the reasons students in fifth and sixth grade offer to explain why they do not complete their homework. Also, the researcher sought to find if there is a connection between the reasons the students report and those that their teachers believe are true.

The participants responded to a paper and pencil, open-ended questionnaire. The questions were analyzed using the constant comparison methodology as presented in Hatch (2002). From the questionnaire results the researcher selected 8 students and 4 teachers and conducted in depth interviews using an extreme sampling selection Patton (1990). The results of the study will be presented to the faculty who works with these students, and to the participating students and parents. This study has the potential to serve educators and school administrators in eastern United States and surrounding school divisions with similar populations.

This study is focused on the students’ perspective on homework. The results of this research may be of interest to organizations and school districts seeking to improve learning practices regarding how to use homework effectively for all learners. The findings of the study will add depth to the scholastic investigation of the role of homework in education. It will also provide insight into what the students’ perceptions are regarding homework.

Problem Statement

Although there is an abundance of studies related to homework and its benefits from the adults’ perspective, there is a lack of research conducted regarding how students feel about homework, and the reasons students provide for not completing homework. This study sought to find the students’ perspectives on their teachers’ homework practices and the reasons the students give for not completing their homework.

Purpose of the Study

The purpose of this qualitative case study was to identify the reasons students in fifth and sixth grade do not complete their homework. The researcher also explored if there was a connection between the responses for not completing their homework among different groups of students, including English language learners, gifted and talented, general education and Special Education students. The researcher sought to find a difference between students’ responses for not completing their homework and the responses of their participating teachers.

Nature of the Study

This qualitative research used a case study-based strategy. The researcher administered a 10-item questionnaire using a stratified purposive sample. The researcher coded, analyzed, and interpreted the responses of the questionnaire using constant comparison of the data, searching for connections, and discrepancies if any, grounded in the data (Hatch, 2002). The researcher also conducted in depth interviews using an extreme sampling selection from the respondents to the questionnaire (Patton, 1990). The researcher discussed the results using the critical pedagogy