To see the other types of publications on this topic, follow the link: Primary school homework contexts.
Journal articles on the topic 'Primary school homework contexts'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Primary school homework contexts.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Wen, Jin. "Improvement Strategies of Primary School English Classroom Teaching in the Context of "Double Reduction" Policy." Journal of Education and Educational Research 1, no. 1 (November 1, 2022): 51–53. http://dx.doi.org/10.54097/jeer.v1i1.2285.
Full textAbstract:
In order to deal with the utilitarian and short-sighted nature of compulsory education, as well as the current heavy burden of students' homework and extracurricular training, the "double reduction" policy was promulgated in July 2021. Due to the reduced amount of homework and the inability of students to attend after-school tutoring, improving the quality of classroom instruction is one of the keys. This paper aims to analyze the strategies of improving the quality and efficiency of primary school English classroom based on the policy of "double reduction".
2
Xu, Jianzhong. "Homework Emotion Management at the Secondary School Level: Antecedents and Homework Completion." Teachers College Record: The Voice of Scholarship in Education 113, no. 3 (March 2011): 529–60. http://dx.doi.org/10.1177/016146811111300303.
Full textAbstract:
Background/Context For many children, doing homework becomes an emotionally charged event and one of the most disappointing aspects of school life. It is surprising to note, however, that homework emotion management is noticeably absent from much contemporary homework literature. Purpose The primary propose of the present study was to propose and test empirical models of variables posited to predict homework emotion management at the secondary school level, with the models informed by (a) research and theory on emotion regulation and (b) findings from homework research that alluded to a number of factors that may influence homework emotion management. Another purpose of the present study was to examine whether homework emotion management is related to homework completion, one of the major outcome variables in the homework process. Research Design The study reported here used cross-sectional survey data. The participants were 1,895 students from 111 classes in the southeastern United States, including 1,046 eighth graders from 63 classes and 849 11th graders from 48 classes. Results Results from the multilevel analyses revealed that most of the variance in homework emotion management 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 emotion management was positively associated with teacher feedback, peer-oriented reasons for doing homework, arranging the environment, managing time, and monitoring motivation. Girls reported statistically significant higher scores in managing homework emotion than did boys. Follow-up analyses further revealed that homework emotion management was positively associated with homework completion. Conclusion As most of the variance in homework emotion management occurred at the student level rather than at the class level, homework emotion management was largely a function of individual student characteristics and experiences. The present study further suggests that monitoring motivation and managing time play a predominant role in homework emotion management (compared with other variables included in the present study). Consequently, there is a critical need to conceptualize these variables in the process of emotion regulation in general, and in homework emotion management in particular. In addition, there is a critical need for secondary schools to strategically engage students in the homework process to better manage their emotion while doing homework.
3
Birnie, Ingeborg. "Blended Learning to Support Minority Language Acquisition in Primary School Pupils Lessons From the 'Taking Gaelic Home Study'." Australian and International Journal of Rural Education 32, no. 2 (July 25, 2022): 126–41. http://dx.doi.org/10.47381/aijre.v32i2.329.
Full textAbstract:
Gaelic is a minoritised indigenous language of Scotland, with its traditional heartland in the rural north-west of the country. The education system, and in particular Gaelic Medium Education (GME), has been recognised as an important strand of the language maintenance and support initiatives. The provision of GME has grown significantly since its inception in the early 1980s, it remains on the ‘periphery’ of the education system, with around 0.9% of all primary school pupils enrolled in GME settings. The ongoing language shift from Gaelic to English, a process that has been particularly pronounced in the traditional heartlands of the language, and the resulted decline in the use of Gaelic as the language of the home, the family, and the community, raises the question of how GME can contribute to a sustainable future for Gaelic. This article will discuss the findings of a small-scale mixed method practitioner enquiry study, which incorporated parental questionnaires, classroom observations, class-based language assessments and focus groups, to explore the use of blended learning approaches to enhance the development of language skills. The results of this study, conducted initially to evaluate the impact of the Covid-19 school closures on the linguistic proficiency of children in Primary 1 to Primary 3 enrolled in GME, show that pupils who were actively engaged in online learning activities showed a greater confidence and proficiency in their use of Gaelic compared to their peers who had not used these materials to support their learning, as well as increased involvement of caregivers in these Gaelic homework tasks. These findings allow for a re-imaging of approaches to homework in minority language immersion contexts to support the acquisition and use of the minority language beyond the classroom.
4
Paul, Ronak, Rashmi Rashmi, and Shobhit Srivastava. "Does lack of parental involvement affect school dropout among Indian adolescents? evidence from a panel study." PLOS ONE 16, no. 5 (May 10, 2021): e0251520. http://dx.doi.org/10.1371/journal.pone.0251520.
Full textAbstract:
Despite the gross enrolment ratio of Indian children, being almost 91% in grades 6–8, the equivalently soaring rates of school dropout after 8th grade remains a huge concern for the policymakers. Researches from the developed countries and some developing countries have shown the benefits of parental involvement in their children’s education in terms of reduced dropout rates. However, there is a stark absence of similar evidence in the Indian context. Our study examines whether the lack of parental involvement during primary schooling of Indian children eventually results in school dropout when the children become adolescents. We used IHDS panel data of children (8–11 years) in round-I who become adolescents (15–18 years) in round-II. Bivariate, multivariable and stratified analyses were performed using logistic regression models. The findings from the multivariable models show that children, whose parents did not -participate in PTA meetings, -discuss academic progress with schoolteacher and -supervise their children’s homework in round-I respectively had 1.15 (95% CI: 1.01–1.30), 1.14 (95% CI: 1.01–1.29) and 1.17 (95% CI: 1.01–1.34) times higher risk of school dropout in round-II. Further, a similar relationship was observed when hypothesized relationship by gender, type of school attended and type of community of the children were examined. Among male children, parents’ non-participation in PTA meetings was associated with 1.21 (95% CI: 1.02–1.44) times greater odds of school dropout. Children from private schools also had a 2.17 (95% CI: 1.42–3.32) times greater risk of dropout if their parents did not supervise their children in homework These findings highlight the crucial role of parental involvement in their children’s primary education, in terms of reduced school dropout. The findings call for programmatic interventions that create awareness and encourage parental participation in their children’s schooling.
5
Gołębieska-Wesołowska, Agnieszka. "ROLE AND PURPOSE OF HOMEWORK IN RELATION TO THE TEACHING PRACTICE IN POLISH SCHOOLS." International Journal of New Economics and Social Sciences 8, no. 2 (December 30, 2018): 258–59. http://dx.doi.org/10.5604/01.3001.0012.9953.
Full textAbstract:
There are many new methods and forms of work in the education of every young man which he will not be able to meet on a daily basis. In order to learn the reasonableness of didactic activities, a student will need not only a school, but also a home, which are an inseparable part of education and the upbringing of future generations. The aim of the article is to describe the role and purpose of homework in the context of teaching and the current re-form of education. In the teaching process, every teacher should strive to make the student learn at school as much as possible and to decrease his work at home. If the lesson is well carried out and stimulates the thinking, if its contents and functions have been properly selected, then it can be expected that the students have gained so much knowledge that their homework will not take them much time. Its performance will be a pleasure for the student, not a duty. We often forget that the teaching profession is characterized above all by the fact that its area of activity is a contact with people, especially children and youth, and the primary purpose of its actions is to edu-cate them. Working as a teacher sets requirements, which are not limited only to the transfer of knowledge. These tasks are also the transfer of experiences, stimulating to be creative, active, motivated and capable, which con-tributes to shaping the value system of a young person. Implementation of these tasks may affect with teachers being overloaded by work, and cause fatigue and tiredness. It is important whether the beliefs about the teaching profession are reasonable and the skills are adapted to the position. Therefore, it is necessary to plan didactic work, so that it is not obligatory to give homework after each lesson because homework is supposed to be a consol-idation of what the student learned during the lesson, homework should not be just another filler of the day.
6
Hakobyan, S., and I. R. Khanamiryan. "THE PECILARITIES OF THE INDEPENDENCE OF THE PRIMARY SCHOOL CHILDREN IN THE CONDITIONS OF DISTANCE EDUCATION." Modern Psychology 5, no. 1(10) (January 17, 2022): 40–46. http://dx.doi.org/10.46991/sbmp/2022.5.1.040.
Full textAbstract:
This article reflects the concepts of teachers and parents about the independence of primary schoolchildren in the context of the 2020 pan- demic. A comparative analysis is given between the characteristics and types of independence (activity, criticality and flexibility of thinking, independent homework, dependence on parents when performing various tasks, etc.) in the conditions of distance and full-time education. Independence is especially important at primary school age, when educational activity becomes dominant. The study is aimed at studying the characteristics of the independence of primary schoolchildren, for whom the transition to distance learning has become especially critical, given their age characteristics. According to the hypothesis, it is assumed that, in contrast to full-time education, distance learning contributes to the development of the independence of primary school children. An expert survey was conducted using 2 questionnaires. The research results are presented in the form of corresponding conclusions. In general, it can be stated that distance learning negatively affects the activity, self-confidence and independence of primary school children.
7
Gaarde, Jenna, Lindsay T. Hoyt, Emily J. Ozer, Julie Maslowsky, Julianna Deardorff, and Christine K. Kyauk. "So Much to Do Before I Sleep: Investigating Adolescent-Perceived Barriers and Facilitators to Sleep." Youth & Society 52, no. 4 (February 11, 2018): 592–617. http://dx.doi.org/10.1177/0044118x18756468.
Full textAbstract:
Adolescent sleep deprivation is a pressing public health issue in the United States as well as other countries. The contexts of adolescents’ lives are changing rapidly, but little is known about the factors that adolescents themselves believe affect their sleep. This study uses a social-ecological framework to investigate multiple levels of perceived influence on sleep patterns of urban adolescents. Data were drawn from interviews and surveys conducted in three California public high schools. Most participants identified homework as their primary barrier to sleep, particularly those engaged in procrastinating, multitasking, or those with extracurricular demands. Results indicate that the home context has important implications for adolescent sleep, including noise, household rules, and perceived parent values. These findings identify important areas for future research and intervention, particularly regarding the roles of parents.
8
Lopez-Iturri, Peio, Mikel Celaya-Echarri, Leyre Azpilicueta, Erik Aguirre, José Astrain, Jesús Villadangos, and Francisco Falcone. "Integration of Autonomous Wireless Sensor Networks in Academic School Gardens." Sensors 18, no. 11 (October 25, 2018): 3621. http://dx.doi.org/10.3390/s18113621.
Full textAbstract:
In this work, the combination of capabilities provided by Wireless Sensor Networks (WSN) with parameter observation in a school garden is employed in order to provide an environment for school garden integration as a complementary educational activity in primary schools. Wireless transceivers with energy harvesting capabilities are employed in order to provide autonomous system operation, combined with an ad-hoc implemented application called MySchoolGardenApp, based on a modular software architecture. The system enables direct parameter observation, data analysis and processing capabilities, which can be employed by students in a cloud based platform. Providing remote data access allows the adaptation of content to specific classroom/homework needs. The proposed monitoring WSN has been deployed in an orchard located in the schoolyard of a primary school, which has been built with EnOcean’s energy harvesting modules, providing an optimized node device as well network layout. For the assessment of the wireless link quality and the deployment of the modules, especially the central module which needs to receive directly the signals of all the sensor modules, simulation results obtained by an in-house developed 3D Ray Launching deterministic method have been used, providing coverage/capacity estimations applicable to the specific school environment case. Preliminary trials with MySchoolGardenApp have been performed, showing the feasibility of the proposed platform as an educational resource in schools, with application in specific natural science course content, development of technological skills and the extension of monitoring capabilities to new context-aware applications.
9
Lyon, Charlotte Haines. "Democratic parent engagement: Relational and dissensual." Power and Education 10, no. 2 (June 14, 2018): 195–208. http://dx.doi.org/10.1177/1757743818756913.
Full textAbstract:
In opposition to the discourse of silent compliance and the neo-liberal colonisation of voice, this article shares research with parents in an English primary school. Drawing on the work of Jacques Rancière and John Macmurray, the author argues that there is a need for a more relational but dissensual approach to parent engagement and voice, instead of parents being positioned by schools as support acts. Parent engagement, increasingly commodified over recent years within English school policy, has been relegated to responding to questionnaires, dutiful attendance of parents’ evenings, ensuring homework completion and choosing the correct school. Meanwhile, the social mobility agenda demands that parents inculcate aspirations in their children unquestioningly. Policies and pronouncements seek to ‘close the gap’ in attainment between the poorest children and their peers in England, Australia, the USA and other neo-liberalised countries. Hence a context is created in which parent engagement is now an exercise in creating ‘good’ pupils and successful economic beings. This article considers how parents have been rendered objects rather than agentic subjects within neo-liberal education systems and have lost their democratic voice. It concludes that there needs to be a reanimation of Dewey’s vision of education politics.
10
Nikolić, Sanja K., Olivera D. Cekić-Jovanović, and Andrijana J. Miletić. "Iskustva učitelja u primeni hibridnog modela izokrenuta učionica u nastavi prirode i društva tokom pandemije." УЗДАНИЦА 18, no. 2 (2021): 187–204. http://dx.doi.org/10.46793/uzdanica18.ii.187n.
Full textAbstract:
With the appearance of the Sars-Cov2 virus pandemic, all schools in Serbia, as well as in almost all parts of the world, applied a combination of online and direct teaching ‒ hybrid teaching. Flipped classroom is the most famous model of hybrid teaching, which implies “reversal” of the classic way of working in the classroom and at home. Students learn new teaching contents at home, with the help of multimedia contents, and at school the material is determined and applied through active teaching ‒ discussion, research activities, problem solving, experiments, projects, etc. The aim of the research is to examine the attitudes and experiences of teachers working in primary schools on the application and didactic-methodological specifics of the flipped classroom teaching model. The results show that teachers are familiar with the concept of flipped classroom and very successfully determine the key elements related to its didactic and methodological specifics. The largest number of respondents points out the following key elements of flipped class- room: swiching schoolwork for homework, emphasizing the individualization of teaching, problem solving, interactivity in teaching, active participation of students, etc., which are actually the most important features and advantages of this innovative model. Most teachers have a positive attitude towards the flipped classroom model and its application in teaching science during a pandemic. It is assumed that it is worth investing additional efforts in the implementation of this model of work in teaching practice, because a positive attitude of teachers towards a novelty is a necessary, certainly not sufficient, condition for innovating the teaching process. Additional support and training of teachers, as well as a database with examples of good practice for the application of flipped classroom, would certainly contribute to intensifying the application of this model in schools, both in teaching science and other subjects, especially during the pandemic, which contributed to a more frequent use of hybrid teaching.
11
Sedláčková, Jana. "Approaches mothers of first graders use to deal with perceived reading difficulties." Journal of Pedagogy 8, no. 2 (December 1, 2017): 27–57. http://dx.doi.org/10.1515/jped-2017-0008.
Full textAbstract:
Abstract This study aims to enhance our understanding of how mothers of first graders cope with the perceived reading difficulties of their children. Their different perceptions stem from the reading aspirations the mothers have for their children. The study uses data obtained from in-depth semi-structured interviews with 10 mothers, conducted at the end of the second half of the 2015/2016 school year. The data analysis revealed that the differences in the mothers’ perceptions of their children’s reading difficulties are reflected in a wide variety of micro-actions aimed at solving them. Three different approaches can be identified: a) inspector mothers, who are most concerned about their child’s reading errors and their primary focus is on operationally correcting these errors; b) promoter mothers, who are primarily worried about their child’s potential or existing lack of interest in reading and who manage all reading activities so as to motivate the child (or prevent demotivation), e.g., through turn-taking in reading or in ensuring a regular supply of books; c) educator mothers, who fear most that their child will not understand the text and who show willingness and enthusiasm in explaining and creating various opportunities for reading literacy development, both as part of homework activities and leisure reading. They also engage in holistic attempts to prevent reading failures, and motivate their children to read through the act of reading. The conclusions of the study are explained in the context of self-determination theory and a discussion of the impact of parents’ socioeconomic status on their involvement or engagement in their children’s education.
12
Warton, Pamela W. "Australian Mothers' views about Responsibility for Homework in Primary School." Research in Education 59, no. 1 (May 1998): 50–58. http://dx.doi.org/10.1177/003452379805900106.
Full textAbstract:
Responsibility for homework in primary school: Australian mothers' views Homework is an accepted and encouraged part of school practice which, it has been argued, serves a number of functions for most children. The regular practice of homework is thought to help children consolidate their learning, 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 primary school-age children (grades 2, 4 or 6) about homework practices and about the relative roles of parents, teachers and children in developing homework practices. The results indicated similarities on most issues across parents of the three age groups but significant differences in the relative responsibility assigned to children from grade 2 to grade 6. The implications for the development of children's sense of responsibility and of responsible homework practices are discussed.
13
Wenling, Liu. "Designing a Stratified English Homework in Primary Schools under the Concept of Double Reduction." IRA International Journal of Education and Multidisciplinary Studies 18, no. 4 (October 31, 2022): 9. http://dx.doi.org/10.21013/jems.v18.n4.p2.
Full textAbstract:
<p>The design of homework for primary school English teaching is important, but it has not been given enough attention in actual primary school English teaching. Teachers focus more on teaching than on designing homework. They prioritize grammar over critical thinking. They focus on the whole class instead of on each student individually. The quality of primary school English homework should be improved by focusing on the purpose, applicability, and individuality of the homework.</p>
14
Syla, Lirika Bërdynaj. "Perspectives of Primary Teachers, Students, and Parents on Homework." Education Research International 2023 (January 23, 2023): 1–12. http://dx.doi.org/10.1155/2023/7669108.
Full textAbstract:
The purpose of this research was to examine the experiences of teachers, students, and parents on homework purpose and student feedback in primary school. The qualitative methodology was adopted for this research. This qualitative study used data from 20 teachers, 20 students, and 20 parents of the fifth-grade primary school in four municipalities of Kosovo. Data were collected through semistructured interviews and were analyzed through the thematic analysis method. The research results provided an overview of the reality of the way teachers approached homework. Research showed that there was a lack of a general standard, in almost all schools, related to homework assignments and there was a lack of teachers’ professional development for homework planning. Also, this research showed that the purpose of homework was closely related to how teachers planned and understood the role of homework, as well as how teachers built collaboration with students.
15
Tambyraja, Sherine R. "Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies." American Journal of Speech-Language Pathology 29, no. 4 (November 12, 2020): 1987–96. http://dx.doi.org/10.1044/2020_ajslp-19-00071.
Full textAbstract:
Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.
16
Tam, Vicky C. W. "Homework involvement among Hong Kong primary school students." Asia Pacific Journal of Education 29, no. 2 (June 2009): 213–27. http://dx.doi.org/10.1080/02188790902859004.
Full text
17
Yildiz, Vahit Aga, and Durmus Kilic. "Examining the motivations of primary school fourth grade students with regard to homework." Contemporary Educational Researches Journal 9, no. 4 (November 30, 2019): 110–18. http://dx.doi.org/10.18844/cerj.v9i4.4439.
Full textAbstract:
In this study, the aim was to determine the motivation levels of primary school fourth grade students with regard to their homework, and whether their motivations differ in terms of some variables. The sample used in the study, conducted using a survey method, consists of 256 students studying in schools in the province of Erzurum of the Republic of Turkey. The data of the study were collected using a ‘Homework Motivation Scale’. Data were analysed using descriptive statistical techniques, a t-test and a one-way analysis of variance test. It was seen that the internal and external motivations of the students differed with regard to intrinsic motivation. In addition, it was seen that students' autonomous motivations differed with regard to those who have someone who helps them with homework. Students' intrinsic motivation is higher than their external motivation. It is thought that this will contribute to students completing their homework successfully.
Keywords: Homework, motivation, primary school.
18
Xiao, Jingyi. "Evolution and Prospect of Home Work Research of Compulsory Education Students in China under Double Reduction Policy." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 297–302. http://dx.doi.org/10.54097/ehss.v8i.4265.
Full textAbstract:
Now, our country has promulgated and implemented the double reduction policy for the excessive homework pressure of primary and secondary school students. This policy aims to reasonably and effectively solve the problem of extreme homework pressure on primary and middle school students to a certain extent. In the implementation process of the double reduction policy, in reducing the burden of students, they focus on how to reduce the burden of homework for primary and middle school students. Therefore, based on the double reduction policy, the school has significantly reformed this part of the students' homework. To design the assignment under the double reduction policy, we should design stratified tasks to enrich the form of reading and reflect the personalized differences of students. Compared with the traditional operation mode, the changes in the operation mode under the double reduction policy. Moreover, from the school, teachers, and parents three aspects of the current situation and solve the existing problems—some suggestions on reducing parents' stress when reducing children's homework burden.
19
Labibah, Novatul, Herowati Herowati, Jefri Nur Hidayat, and Habibi Habibi. "EKSPLORASI AKTIVITAS KEHIDUPAN SEHARI-HARI ANAK NELAYAN DI DESA LOBUK UNTUK MENDUKUNG PEMBELAJARAN IPA KONTEKSTUAL." EDUSAINS 12, no. 2 (December 30, 2020): 266–75. http://dx.doi.org/10.15408/es.v12i2.14938.
Full textAbstract:
EXPLORATION OF FISHERMAN CHILDREN'S DAILY LIFE ACTIVITIES AT LOBUK VILLAGE TO SUPPORT CONTEXTUAL SCIENCE LEARNINGAbstractThe daily activities of fishermen's children can be used as a material context in applying contextual science learning, as emphasized by K13. In fact, learning science in coastal schools is not yet contextual to the daily activities of fishermen's children. This study aims to provide a description of the daily activities of fishermen's children in Lobuk Village, and a description of the relationship between these activities and science learning materials for SMP/MTs. This type of research is a descriptive qualitative case study method. The primary data sources were fishermen children aged SMP/MTs and their parents. Data collection techniques in the form of interviews, observation, and documentation. The results showed that fishermen's children's morning activities were helping with homework, preparing for school, then leaving for school. The daytime activity is helping the mother/aunt work in the drying process of the fish (a gherri jhuko'). The afternoon activity is looking for shells (arang-karang) during low tide, some of the shells are sold to earn pocket money or for parents, and some are used as salad. Nighttime activities are reciting/tarawih, tadarus, watching TV, then sleeping. The daily activities of fishermen children in their routine of helping to work a gherri jhuko’ and arang-karang in Lobuk Village are related to science learning materials for SMP/MTs, namely the classification of shells in Mollusca type invertebrates; the application of solid substance pressure to the knife for nyetak, mowang bunto ', and a gherri jhuko'. AbstrakAktivitas sehari-hari anak nelayan bisa digunakan sebagai konteks materi dalam menerapkan pembelajaran IPA kontekstual, sebagaimana penekanan K13. Faktanya, pembelajaran IPA di sekolah pesisir belum kontekstual terhadap aktivitas sehari-hari anak nelayan. Penelitian ini bertujuan untuk memberikan deskripsi aktivitas sehari-hari anak nelayan di Desa Lobuk, dan deskripsi keterkaitan aktivitas tersebut dengan materi pembelajaran IPA SMP/MTs. Jenis penelitian ini adalah deskriptif kualitatif dengan metode studi kasus. Sumber data primer dari anak-anak nelayan usia SMP/MTs beserta orang tua. Teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan aktivitas pagi hari anak nelayan adalah membantu pekerjaan rumah, menyiapkan diri ke sekolah, lalu berangkat sekolah. Aktivitas siang hari adalah membantu ibu/bibinya bekerja dalam proses pengeringan ikan (a gherri jhuko’). Aktivitas sore hari adalah mencari kerang (arang-karang) saat air laut surut, sebagian kerang dijual untuk menghasilkan uang jajan atau untuk orang tua, dan sebagian lagi dirujak. Aktivitas malam hari adalah mengaji/tarawih, tadarus, nonton TV, lalu tidur. Aktivitas sehari-hari anak nelayan dalam rutinitas membantu bekerja a gherri jhuko’ dan arang-karang di Desa Lobuk berkaitan dengan materi pembelajaran IPA SMP/MTs, yaitu pengklasifikasian kerang dalam avertebrata jenis Mollusca; penerapan tekanan zat padat pada pisau untuk nyetak, mowang bunto’, dan a gherri jhuko’.
20
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.
Full textAbstract:
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.
21
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.
Full textAbstract:
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.
22
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.
Full textAbstract:
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.
23
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.
Full textAbstract:
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.
24
Rooi, Christabel Belinda, and Dr Beatrice Thuynsma. "Parental Involvement In English Literacy Homework With Primary School Learners." International Journal for Innovation Education and Research 1, no. 2 (October 31, 2013): 42–86. http://dx.doi.org/10.31686/ijier.vol1.iss2.104.
Full textAbstract:
The aim of this research is to explore parental involvement within an English Literacy intervention programme focusing on a group of Grade 4 primary school learners. The study postulate that active involvement of parents in their children’s education can enhance learning, and argues that in order for learners and parents to actively engage with the learning processes they should become more emancipated in the process. Therefore the main focus is that parents can be assisted by educators, to scaffold the learning processes of their children.The study is framed by a qualitative approach, to which the parents of identified learners were invited. The programme was implemented to investigate the benefits of parental involvement in after school homework activities. A small multilingual focus group was formed to determine the success (es) of this programme. A research paradigm was used to lean towards a critical theory paradigm framed by an action research model.
25
Murillo, F. Javier, and Cynthia Martinez-Garrido. "Homework and primary-school students’ academic achievement in Latin America." International Review of Education 60, no. 5 (August 10, 2014): 661–81. http://dx.doi.org/10.1007/s11159-014-9440-2.
Full text
26
Huang, Xiuwang. "Optimizing Assignment Design for Primary and Secondary School Students." Science Insights Education Frontiers 11, no. 1 (February 28, 2022): 1509–16. http://dx.doi.org/10.15354/sief.v11i1.684.
Full textAbstract:
One of the most essential connections among all assignment tasks is assignment design. The design of high-quality assignments is critical to achieving successful homework outcomes. This study explores the existing research on the roles of assignment design and highlights the current state of assignment design in China's primary and secondary schools. In terms of assignment loads, content, formats, and stratification, suggestions are made
27
Huang, Xiuwang. "Optimizing Assignment Design for Primary and Secondary School Students." Science Insights Education Frontiers 11, no. 1 (February 28, 2022): 1509–16. http://dx.doi.org/10.15354/sief.22.or014.
Full textAbstract:
One of the most essential connections among all assignment tasks is assignment design. The design of high-quality assignments is critical to achieving successful homework outcomes. This study explores the existing research on the roles of assignment design and highlights the current state of assignment design in China's primary and secondary schools. In terms of assignment loads, content, formats, and stratification, suggestions are made
28
Feng, Yuting. "Research on Optimization Design of English Homework in Junior Middle School under the Background of Double Reduction." International Journal of Education and Humanities 6, no. 2 (December 15, 2022): 9–13. http://dx.doi.org/10.54097/ijeh.v6i2.3336.
Full textAbstract:
The "Double Reduction” policy was issued in July 2021, emphasizing the need to comprehensively shorten the total amount and duration of homework, and reducing students' excessive academic burden, so as to improve the quality of school education and teaching, and make homework assignments more scientific and reasonable. Homework after class is an important part of school education. Students' high-quality completion of homework is not only conducive to improving the efficiency of learning, but also conducive to reducing students' learning pressure and psychological burden. After class homework management is not only an important subject of school education and teaching, but also a key issue in the comprehensive reform of education. Over the years, students' heavy learning burden has become a hot issue of general concern in society. The state has also issued policies to reduce students' learning pressure and burden. The traditional homework design is basically in the form of reading and writing, with a large amount of tasks, and it is very single and mechanical. For a long time, the reduction of students' learning initiative and enthusiasm will inevitably have a great impact on improving students' comprehensive quality. Therefore, in order for primary and secondary school students to grow up healthily and use English flexibly, it is necessary to realize English teaching with higher standards. We should always pay attention to the physical and mental development of students and promote them to become a person with all-round development. The promulgation of the "Double Reduction” policy will inevitably have a certain impact on junior high school English homework. Whether the current junior high school English homework design implements this requirement needs to be carefully considered. Therefore, this paper starts from the actual situation of junior high school English homework design, finds out the problems in homework design, and analyzes the main reasons, so as to better promote the implementation of the "Double Reduction” policy.
29
Uguru Okon, Ndubuisi. "IMPROVING MATHEMATICAL HOMEWORK BEHAVIOR: THE ROLE OF MATH GAME APPS." International Journal of Advanced Research 10, no. 02 (February 28, 2022): 837–44. http://dx.doi.org/10.21474/ijar01/14281.
Full textAbstract:
Homework is an essential component of teaching and learning in the school system geared towards augmenting classroom learning and enhancing performance. A growing literature on homework suggests the importance of completing homework tasks to strengthen students academic commitment and achievement. This study investigates the effect of the math game app (Prodigy) on primary school students math homework behavior. A quasi-experimental design was adopted, and the sample was divided into two groups: an experimental group (N=48), which was exposed to math game app, and a control group (N=45), which was not exposed to the gamification process. The experiment consisted of 24 sessions taking place over three months. Students participated in two sessions per week that lasted for 45 minutes. The findings revealed a mean difference (MD = 14.7) between the post-test study groups. Regarding the hypothesis, the result indicated a significant difference between the experimental and control group on homework behavior (91) = 6.124, p = .001. The study suggests several recommendations to integrate math game apps into the school framework.
30
Callahan, Kevin, Joyce A. Rademacher, and Bertina L. Hildreth. "The Effect of Parent Participation in Strategies to Improve the Homework Performance of Students Who Are At Risk." Remedial and Special Education 19, no. 3 (May 1998): 131–41. http://dx.doi.org/10.1177/074193259801900302.
Full textAbstract:
The effect of teaching parents of at-risk students to facilitate a home-based self-management program to improve homework performance and academic achievement was Investigated. The parents of 26 sixth- and seventh-grade students from two middle school programs for at-risk youth received training and implemented home-based self-management and reinforcement strategies. Results indicated that overall levels of homework completion and homework quality increased significantly for those students whose parents consistently implemented the 10-week homework program. Significant increases in mathematics achievement also occurred. These results suggest that the practice of homework may be an important element of academic programming for students at risk and students with disabilities and that parents may play a primary role in the homework process.
31
Borić, Edita, and Marta Zečević. "The frequency and sources of homework in science and social studies in Croatia and Slovenia." Metodički obzori 15, no. 2 (29) (July 5, 2021): 49–65. http://dx.doi.org/10.32728/mo.15.2.2020.03.
Full textAbstract:
Just as each school subject has its own specific goals, so the role of homework depends on the specific requirements and learning outcomes of the subject within which it is assigned. Homework in Science and Social Studies should be assigned in those parts of learning content that will require research-oriented and problem-solving activities, which will enable students to gain experience, develop creativity and apply knowledge and skills in everyday life. The study included primary school teachers in Croatia and Slovenia (N = 144). The observation was conducted in real-life situations during Science and Social Studies lessons. The results show that Croatian teachers assign statistically significantly more homework and use ready-made sources of homework assignments more than Slovenian teachers. Teachers of both countries have preferences towards workbooks as the most commonly used source of homework. The aim of the paper is to emphasize the need for reducing homework in the Croatian practice. It also sheds light on the role of the teacher in designing homework tasks that will not be automatically assigned, but will have a meaningful purpose and be oriented towards students’ needs and interests while developing their competencies.
32
Holte, Kjersti Lien. "Homework in Primary School: Could It Be Made More Child-Friendly?" Studia paedagogica 21, no. 4 (2016): 13–33. http://dx.doi.org/10.5817/sp2016-4-1.
Full text
33
Moreira, María Tamara Vera, Ana María Velásquez Saldarriaga, Génesis Karina Zambrano Mendoza, María Valentina Loor Santos, and Douglas José Giler Loor. "Implementation strategies for homework sent." International research journal of engineering, IT & scientific research 6, no. 1 (January 31, 2020): 18–30. http://dx.doi.org/10.21744/irjeis.v6n1.848.
Full textAbstract:
The research was redirected to the different studies that focus on reality of the Ecuadorian education system and the disadvantages facing the teaching-learning process due to negative manifestations of the environment, which influence the academic performance of the students, considering that precarious economic situations, intra-family problems, the barriers that the teacher faces Due to lack of recreational, recreational resources, training based on various areas of study, there are some situations that create inequalities between the different educational contexts of the country, being necessary to look for alternative solutions or reforms that focus on a particular reality, where it is distinguished the stages I of the rural and urban area, establishing as an objective to analyze education from an aspect of transformation, through a pedagogical plan determined by curricular adjustments, which allow the development of skills, implementation of methods, techniques according to the required level, with the purpose of Obtain educational excellence. For the development of the study, the exploratory methodology linked to knowing the specific problem was used, based on theoretical bases and results made in other fields of inquiry that relate the situation of the school to respond to social, cultural, economic and educational interests.
34
Спіцин, В. В. "ОСОБЛИВОСТІ ОРГАНІЗАЦІЇ ФІЗИЧНОГО ВИХОВАННЯ ДІТЕЙ МОЛОДШОГО ШКІЛЬНОГО ВІКУ З ПОРУШЕННЯМИ ПОСТАВИ." Spiritual-intellectual upbringing and teaching of youth in the 21st century, no. 3 (2021): 175–79. http://dx.doi.org/10.34142//2708-4809.siuty.2021.41.
Full textAbstract:
We are talking about determining the organizational and pedagogical conditions for the use of physical education tools and methods aimed at preventing and correcting postural disorders in primary school children. When using specially selected sets of physical exercises, outdoor games and systematic homework, primary school children with postural disorders improve their physical development.
35
Einarsdottir, Johanna. "From Pre‐school to Primary School: When different contexts meet." Scandinavian Journal of Educational Research 50, no. 2 (April 2006): 165–84. http://dx.doi.org/10.1080/00313830600575965.
Full text
36
Mih, Viorel-Beniamin, and Codruța-Alina Mih. "Engagement in Learning as Mediator between Motivational Beliefs and School Achievement: A Path Analysis." Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia 65, no. 2 (December 10, 2020): 65–86. http://dx.doi.org/10.24193/subbpsyped.2020.2.03.
Full textAbstract:
"This study applied the Expectancy-Value Theory to explore the directionality of the associations among academic self-efficacy, motivational beliefs (e.g., expectation of success, task value), procrastination, and engagement in learning as well as the impact of these constructs on educational attainment. The data analysis was done by using structural equation modeling. The results reveal important associations among students’ personal variables. Correlational and path analyses show that: (a) self-efficacy is consistently found to predict both expectation of success, task value and procrastination, (b) the associations between self-efficacy and engagement are mediated by motivational beliefs and procrastination, (c) different faceted of engagement (class participation, homework completion, absenteeism) in high school predict educational attainment, and (d) class participation had stronger effects on educational attainment than homework completion. The data analysis provided empirical evidence to better understand the mechanism that mediates self-efficacy and school achievement. Also, the study provides empirical evidence supporting the multifaceted nature of school engagement and demonstrates its utility relative to educational success. The implications of these findings for teaching and learning a specific subject matter in formal classroom contexts are discussed. Keywords: self-efficacy, engagement in learning, expectation of success, valuing of school, procrastination."
37
Ishiguro, Kaoru. "Determinants of Learning Achievements: Empirical Analysis of Seven Schools in Cambodian Primary School." Journal of Education and Learning 7, no. 2 (December 27, 2017): 174. http://dx.doi.org/10.5539/jel.v7n2p174.
Full textAbstract:
This paper examines the determinants of learning achievements in Cambodian primary schools. Both student factors and family factors are evaluated. The student factors consist of student age, enrollment age, frequency of homework completion, and number of questions to ask in class. The family factors include the father’s educational background, domestic assets, and the student’s commute time to school. The school factors are confirmed to influence the learning achievements, but the results are unclear as to what school factors have a concrete influence.
38
Ghozali, Imam, Banun Havifah Cahyo Khosiyono, and Muhammad Ulil Abror. "EXPLORING TEACHERS AND STUDENTS’ PERSPECTIVES TOWARD NEGOTIATED SYLLABUS IN ENGLISH LEARNING FOR SENIOR HIGH SCHOOL." Journal of English for Academic and Specific Purposes 4, no. 1 (June 21, 2021): 142–51. http://dx.doi.org/10.18860/jeasp.v4i1.12617.
Full textAbstract:
Designing language syllabus is one of the important processes in the English language teaching contexts. Ensuring both teachers and students’ needs what and how their teaching and learning are applicable, negotiated syllabus can be proposed in teaching-learning processes. This study aims to find the teachers' and students' perspectives to determine whether aspects of the syllabus may be negotiable. Qualitative descriptive is used in this research. The participants involved were four English teachers and twenty students. Data were collected by using a questionnaire in the form of open-ended questions. The syllabus aspects that may be interested to negotiate according to Boon (2011) are course content, lesson aims, sequencing, material, homework, evaluation, methodology, groupings, and error correction. Both teachers and students believe the eleven areas could be negotiated. However, there are some debates in several areas. According to some teachers’ perspectives, the area of material, homework, evaluation, and error correction are not needed to be negotiated. Besides, according to some students, the area of course content, lesson aim, sequencing, material, grouping, and error correction are the teachers’ responsibilities.
39
Kääpä, Mari, Sanna Palomäki, Alicia Fedewa, Ulla Maija Valleala, and Mirja Hirvensalo. "The Role of Parental Support and the Students’ Opinions in Active Finnish Physical Education Homework." International Journal of Environmental Research and Public Health 19, no. 19 (September 21, 2022): 11924. http://dx.doi.org/10.3390/ijerph191911924.
Full textAbstract:
Prior research indicates that adolescent boys are often more active than girls, implying a need for special attention to increase the physical activity levels of adolescent girls. Adolescents are at an age where they are especially susceptible to environmental and social influences but still have a limited amount of autonomy over their own behaviors. The effective physical activity programs implemented at this age may benefit health into adulthood. The fact that adolescents’ physical activity is influenced by many factors indicates that to achieve any behavioral change, interventions must target several levels across the socio-ecological model. During childhood, the family is the primary factor in socializing and shaping engagement in physical activity. This study is part of the Physical Education (PE) Homework Study project which was implemented in a midsized secondary school in the middle of Finland from 2016 to 2020. The goal was to develop one easily approachable way to prevent the decreasing physical activity of adolescent girls. This was done by increasing physical activity times of adolescent girls outside of the school by giving them active PE assignments. The aim was also to explore students’ and their parents’ perceptions of physically active physical education homework. In this part of the study, there were 43 interviews: 38 student interviews and 5 interviews with parents. The analysis process followed the qualitative content analysis (QCA) strategy by Schreirer. In this study, we combined the views of students and parents, and obtained a broad picture of the PE homework assignments given at school but completed at home. According to students and parents, PE homework assignments should be diverse, interesting, and challenging, they should also be provided at flexible schedules outside of school hours with family support. Physical education homework could be a potential approach to influence the physical activity of the student population by involving school curriculum and families.
40
Kukk, Airi, Raily Rajalaane, Mari-Liis Rei, and Sirje Piht. "Parents Opinions on Homework in the II Stage of Primary School (Estonian Example)." Procedia - Social and Behavioral Sciences 171 (January 2015): 134–44. http://dx.doi.org/10.1016/j.sbspro.2015.01.099.
Full text
41
Gill, Brian P., and Steven L. Schlossman. "A Nation at Rest: The American Way of Homework." Educational Evaluation and Policy Analysis 25, no. 3 (September 2003): 319–37. http://dx.doi.org/10.3102/01623737025003319.
Full textAbstract:
We use several national surveys to provide a 50-year perspective on time spent on homework. The great majority of American children at all grade levels now spend less than one hour studying on a typical day—an amount that has not changed substantially in at least 20 years. Moreover, high school students in the late 1940s and early 1950s studied no more than their counterparts did in the 1970s, 1980s, and 1990s. Changes in educational opinion on homework over the last half century have had little effect on student behavior, with only two notable exceptions: a temporary increase in homework time in the decade following Sputnik, and a new willingness in the last two decades to assign small amounts to primary-grade students.
42
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.
Full textAbstract:
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.
43
Zhu, Xihe, Justin A. Haegele, Yan Tang, and Xueping Wu. "Physical Activity and Sedentary Behaviors of Urban Chinese Children: Grade Level Prevalence and Academic Burden Associations." BioMed Research International 2017 (2017): 1–7. http://dx.doi.org/10.1155/2017/7540147.
Full textAbstract:
The objectives of this study were (a) to report grade level prevalence in physical activity and sedentary behaviors and (b) to examine academic burden associations with these behaviors. School-aged children (n = 48,118) reported their physical activity, perception of physical activity sufficiency, factors for activity insufficiency, homework hours, and screen time in a typical week. Data were analyzed using general linear models and logistic regression models of Complex Samples. Prevalence results showed that children had lower physical activity and lower screen viewing time, but higher homework time during transition grades (6th, 9th, and 12th) and high school years. Academic burden was cited as the primary reason for not having sufficient physical activity (76.6%). Compared to those citing academic burden, students who did not report academic burden were significantly more likely to meet physical activity guidelines (Odds Ratio (OR) = 5.38, 95% CI = 4.74–6.11), but less likely to meet screen time guidelines (OR = 0.78, 95% CI = 0.72–0.84), controlling for body mass index, gender, and grade level. Additionally, children who reported academic burdens had significantly longer average daily homework time than those who did not (p<0.01). Policy makers should promote physical activity and help children find a balance between homework and physical activity time particularly among the educational transition grades.
44
Othman, Nazar, Rozhan Khedir, Gulala Azeez, and Kaify Qadir. "Effect of Video Game on School Achievement in School Age Children in Erbil/City." Erbil Journal of Nursing and Midwifery 4, no. 2 (November 30, 2021): 86–95. http://dx.doi.org/10.15218/ejnm.2021.10.
Full textAbstract:
Background and objectives: Playing video games is associated with poor academic achievement, Student who got their game systems directly spent less time on homework and, four months later, they got lower reading and writing scores, their teachers were more likely to report academic difficulties. The aim of study is to identify the effect of play video game on school achievement. Methods: A cross sectional descriptive study was carried out at five primary school in Erbil city 50 students was taken as a case group compared with 200 students as control group started from 15 September to 15 November 2020. A Questionnaire format was used as a tool for data collection and consists, demographic information of the students, parents and some Items about students game, Official permission has been obtained from College of Nursing / Hawler Medical University, Ministry of Education and primary schools. Data was analyzed through using frequency, percentage and chi-square by using SPSS, 22. Results: The study reveal that 58% of participants were age group between 12-14 years old, 74% of them were boys among playing group, 18% of father were graduated from college, 60% of played children were from middle socioeconomic status, 16% of game players have missed school, 66% of played students were missed homework, about 10% of the students have a good school achievement among who played video games and more than half (58%) among non-play students. There is highly significant association between parent educational levels with their children school achievement. Conclusions: Playing video game was negatively associated with poor school achievement. The study recommended the parent to limit the time of playing less than one hour daily, also limit the number and type of game especially fighting game and replaced with educational game.
45
Deringöl, Yasemin. "Parents’ Expectation of Mathematics Education and Their Engagement in Education and Homework Habits of Children." Acta Educationis Generalis 9, no. 3 (December 1, 2019): 16–40. http://dx.doi.org/10.2478/atd-2019-0012.
Full textAbstract:
Abstract Introduction: In this study, it was aimed to examine the expectations of elementary and secondary school parents from the mathematics education and their engagements in the education and the mathematics homework habits of their children. Methods: The research data was collected by “A Scale to Determine Parents’ Expectation from Mathematics Education”, “Mathematics Homework Behavior Scale” and the “Personal Information Form” prepared by the researcher. The data of this study executed and conducted by survey model was analyzed by SPSS 16. Results: In the study, it is revealed that the expectations of parents from Mathematics education and the mathematics homework habit of their children are high. There is no difference based on the levels of the children and parentage status of the parents, regardless of being mother or father, the mathematics homework habit of the children who favor mathematics lesson and at the same time thrive on is more favorable and positive than the ones who do not favor mathematics lesson and at the same time fail to thrive on, the homework habit of the children whom are supported sufficiently in the mathematics lesson is more favorable and positive. Last but not least, there is no correlation between the expectations of the parents from Mathematics education and the homework habits of their children. Discussion: High expectations of parents from mathematics classes may suggest that they trust their children and their teachers. It may also suggest that they are involved in the education process and that they find it sufficient. Based on the findings of this study, according to which the level of homework habits of the parents’ children is high, it can be assumed that the students do their homework willingly and they have no problems with doing their daily homework. Parents’ help their children’s with homework occasionally to make them feel that they are not alone in this process. Lower expectations from their children and lower engagement of parents at upper levels may be caused by the fact that they cannot support their children sufficiently due to the complexity of subjects. In elementary schools, since their children are smaller in terms of age, parents may think that their children need more help and they can be more active in education because the subjects in elementary school are not as complicated as in higher classes. The math homework habits do not differ according to the education level of students’ but, based on the scores, we can say that they are more favourable in the elementary school since the children are younger and besides, in Turkey, children are assigned homework more regularly and the homework habits start to emerge at the elementary school level. Just depending on the scores, it is interesting to note that the expectations of fathers from mathematics education and their engagement in the process are higher than those of mothers. This may suggest that the expectations of fathers from their children may be due to the higher goals they set for them and perhaps since they are more perfectionist, they are more involved in the children’s education than mothers. To like a lesson, can be considered a precondition for doing the assigned homework more willingly. Children do their homework more willingly in the courses at which they consider themselves successful. That is why the results of this study are not surprising. The homework habits of the children sufficiently supported in mathematics are expected to be more favourable. The expectations of parents from mathematics lesson were not related to their children’s homework habits. The absence of homework habits, in the parents’ expectation from mathematics lesson, may be due to not getting a clear answer from the parents with respect to the question whether homework should be assigned in education or not. Limitations: These research and data collection tools used are limited only by the thoughts of parents of primary and middle school students in Turkey. Conclusions: The child, being aware that he is not alone in the process, will be more confident if he knows that there is a family support behind him in overcoming mathematics.
46
Liu, Tingxi. "Home-school Cooperative Education." International Journal of Education and Humanities 4, no. 3 (September 27, 2022): 238–43. http://dx.doi.org/10.54097/ijeh.v4i3.1815.
Full textAbstract:
In the new era of socialism, with the changes of social economy and population, education also closely follows the pace of reform changes. In order to develop the education cause, the implementation of the "double reduction policy" undoubtedly injected a strong dose for the reform of the compulsory education stage. The so-called "double reduction" policy is to reduce the excessive homework burden of primary and middle school students in the compulsory education stage and reduce the excessive off-campus training for students. This paper reviews a series of historical policies aimed at reducing the burden of compulsory education, discusses the historical origin of the "double reduction" policy, and gives corresponding consideration to the implementation and measures of the "double reduction" policy in light of the current social situation.
47
Tam, Vicky C. W., and Raymond M. C. Chan. "Homework involvement and functions: perceptions of Hong Kong Chinese primary school students and parents." Educational Studies 37, no. 5 (January 20, 2011): 569–80. http://dx.doi.org/10.1080/03055698.2010.539788.
Full text
48
Muñoz-Galiano, Inés M., Jonathan D. Connor, Miguel A. Gómez-Ruano, and Gema Torres-Luque. "Influence of the Parental Educational Level on Physical Activity in Schoolchildren." Sustainability 12, no. 9 (May 11, 2020): 3920. http://dx.doi.org/10.3390/su12093920.
Full textAbstract:
The factors influencing physical activity participation in children are varied, although there is evidence that the educational level of parents may be one important factor. The aim of this study is to analyze the influence of parental education on the level of physical activity and the sedentary behavior of their children. The parents of 727 students, separated based on school group (preschool: n = 179; primary: n = 284; secondary: n = 230; high: n = 34), were invited to complete a series of questionnaires assessing their educational level (low, intermediate, and high) and their child’s level of physical activity and sedentary behavior. Primary school students with high- and intermediate-educated parents were found to engage in significantly more physical activity per week and spent more time engaged in homework than children with lower-educated parents. Secondary school students with higher-educated parents were found to spend significantly less time engaged in sedentary behavior than children with lower- or intermediate-educated parents, and high schoolers with higher-educated parents engaged in less tablet time than children with lower-educated parents. Multiple linear regression demonstrated that greater physical activity was precipitated by certain sedentary behaviors in children with more educated parents, such as total time watching TV (primary school), doing homework (secondary school), and total time using a tablet/similar (high school), which increased total time engaged in physical activity. These findings suggest that more educated parents may implement structured time for their children to engage in a balance of physical activity and sedentary behaviors.
49
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.
Full textAbstract:
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.
50
Aru, Sıdıka Akyüz, and Mustafa Kale. "Effects of School-related Factors and Early Learning Experiences on Mathematics Achievement “A Multilevel Analysis to Analyse the TIMSS Data”." Journal of Education and Training Studies 7, no. 4 (March 26, 2019): 259. http://dx.doi.org/10.11114/jets.v7i4.3949.
Full textAbstract:
The overall aim of this study is to investigate the effect of school-related factors and early learning experiences on mathematics achievement. In this causal-comparative research, HLM analysis was performed on the data of 6378 students, their parents, and 241 school principals and primary school teachers. As a result of the HLM analysis, at the student level, learning resources at home, parent-child communication on homework/assignments, parent-child activities in early learning years, and the skills acquired during these years were found to have statistically significant effects on the mathematics academic achievement scores of primary school students. At the school level, on the other hand, the socioeconomic structure of the school, the importance that the school attaches to mathematics academic achievement and teachers’ perceptions about it, teachers’ experiences, and a safe and disciplined school environment have significant effects. These results indicate the importance of early learning experiences especially in the development of the academic performance of primary school students.