To see the other types of publications on this topic, follow the link: School homework.
Journal articles on the topic 'School homework'
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 'School homework.'
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
Scott, Catherine M., and Nelda Glaze. "Homework Policy and Student Choice: Findings from a Montessori Charter School." Journal of Montessori Research 3, no. 2 (November 15, 2017): 1–18. http://dx.doi.org/10.17161/jomr.v3i2.6585.
Full textAbstract:
The use of homework has been a controversial topic in education for many years: what types of homework to give, how much, and how often. In previous years, Ocean Montessori School (a pseudonym), the site of this study, offered homework like that of traditional public schools, such as worksheets and rote skill practice. Feeling conflicted about the misalignment between traditional homework and Montessori practices, the school administration changed the homework policy for the 2016–2017 academic year. The new policy encouraged students to choose what they wanted to do each night for homework. This study examines the views and practices of the teachers, students, and parents involved in the new homework policy. Data were collected from parent surveys, teacher focus groups, student interviews, observations, and student work samples. The findings indicate that, although students enjoyed the proposed homework change, it lacked sufficient structure for parents, and students needed support from teachers and parents to engage in meaningful homework tasks.
2
Hidayah, Ratna, Moh Salimi, Suhartono Suhartono, Tri Saptuti Susiani, and Ngatman Ngatman Ngatman. "Homework in Elementary School." Social, Humanities, and Educational Studies (SHEs): Conference Series 4, no. 1 (February 22, 2021): 144. http://dx.doi.org/10.20961/shes.v4i1.48588.
Full textAbstract:
<p><em>Education is invesment for the future. The phrase discribed how attractiveness the future with prosperity, a society desirable. But it could not be reached without efforts from anyone who involved in education process. School, family, and society was centered of education. In those institution education held. So, it was plausibility disscuss the cooperation of those institution. Our focus disscuss was homework as medium to cooperate between school and family. The cooperation between one institution with onether for long time means empowering the institution it self. Homework is a time honored practice that can enhance the development of skills and reinforce knowledge gained within the classroom when it used effectively and appropriately. The purposes of homework serve three main functions instructional, communicative, and political. In instructional function, homework is natural extention of the curricular programs because it is an integral component of instruction. It can also serve as a vital link between theschool and family.</em></p>
3
Paudel, Jagadish. "Dealing with Homework in English Language Teaching: A Case of Dadeldhura District." Journal of NELTA 17, no. 1-2 (May 20, 2013): 50–60. http://dx.doi.org/10.3126/nelta.v17i1-2.8092.
Full textAbstract:
Homework is a good means of reactivation; it helps students to practice language items and consolidates learnt knowledge and skills at their home. It is an indispensible tool for students to step forward in the subject. But if we glance at homework dealing situation at school level education in Nepal, the role of homework is hardly talked about in the majority of the schools, especially at government aided school. Similarly, if we look at researches and papers that are talked about on homework dealing situation at school level education, we will rarely find. For this reason, I have strived to explore homework dealing situation of English langauge teaching at grade eight in Dadeldhura District through survey questions to the students and the teachers, such as when do students feel difficult to do homework, why do they do homework, how much time do they spend to do homework, who does help them to do homework at home, how do they like their homework to be corrected, how do the teachers correct homework, and the like. It also suggests some strategies for increasing homework completion rates and making homework meaningful for the students. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 50-60 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8092
4
Kouzma, Nadya M., and Gerard A. Kennedy. "Homework, Stress, and Mood Disturbance in Senior High School Students." Psychological Reports 91, no. 1 (August 2002): 193–98. http://dx.doi.org/10.2466/pr0.2002.91.1.193.
Full textAbstract:
This study aimed at investigating the relationship between hours of homework, stress, and mood disturbance in senior high school students, 141 boys and 228 girls, recruited from high schools across Victoria, Australia. Participants' ages ranged from 16 to 18 years ( M = 16.6, SD = .6). A 1-wk. homework diary, a Self-reported Stress scale, and the Profile of Mood States were administered to students. Analysis showed that the number of hours spent completing homework ranged from 10 to 65 hours per week ( M = 37.0, SD = 12.2). Independent samples t-test analyses showed significant sex differences, with female students scoring higher on hours of homework, stress, and mood disturbance compared to male students. Pearson product-moment correlations were significant and positive for hours of homework with stress and for hours of homework with mood disturbance.
5
Rajović, Ranko, Spomenka Budić, and Branka Radulović. "School and learning from the perspective of elementary school students." Sinteze, no. 17 (2020): 19–39. http://dx.doi.org/10.5937/sinteze9-24039.
Full textAbstract:
The paper deals with examining the opinions of the seventh and eighth-grade students on school, learning and of their rapport towards doing homework. The research included 286 students of seventh and eighth grade in four elementary schools in Serbia. The data were collected via survey method and processed using the SPSS software package. The questionnaire was the instrument used in the research, and descriptive-analytical method was used for data interpretation. The research results demonstrate that students with excellent academic performance show a high level of responsibility concerning regular studying, whilst students with good and satisfactory academic performance do not. Likewise, the students with excellent academic performance to a greater extent perceive studying as a positive activity, in comparison to the students with poorer academic performance. A positive correlation of medium intensity was recorded between the variables of regular studying and doing homework regularly. However, the percentage of students who stated they did not do their homework regularly due to the lack of motivation, homework overload or insufficiently clear expectations is not negligible. They describe school as a well-equipped, safe and stimulating environment with strict teachers. This research contributes to the understanding of the role of school from the perspective of the students atswhom the goals of school studying are directed.
6
Harris, Susan, Jon Nixon, and Jean Rudduck. "School Work, Homework and Gender." Gender and Education 5, no. 1 (January 1993): 3–15. http://dx.doi.org/10.1080/0954025930050101.
Full text
7
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.
Full textAbstract:
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.
8
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.
9
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.
Full textAbstract:
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.
10
Nisar Ul Haq, Muhammad, Anila Fatima Shakil, and Muhammad Naseer Ud Din. "Impact of Homework on the Student Academic Performance at Secondary School Level." Volume V Issue I V, no. I (March 30, 2020): 586–95. http://dx.doi.org/10.31703/gssr.2020(v-i).59.
Full textAbstract:
Homework is the means by which the relationship between home and school is demonstrated and developed, leading to more consistent progress in all aspects of school life. The current research was carried out in Gilgit Baltistan to find out the impact of homework on the academic performance of students at secondary level. The research was observed by teachers of Gilgit Baltistan public schools while 100 teachers were chosen by a random sampling technique as a sample. Questionnaires were as a research instrument. The study found that homework impacts learning for learners, its impact differs with the age of students, and it plays an important role in student achievement. The study proposed that homework should be purposeful, i.e. it should include the introduction of new content, the practise of skills, the creation of any data and the ability for students to explore topics of their own interest.
11
Gilliland, Kay. "Families Ask: Homework: Practice for Students or a Snack for the Dog?" Mathematics Teaching in the Middle School 8, no. 1 (September 2002): 36–37. http://dx.doi.org/10.5951/mtms.8.1.0036.
Full textAbstract:
Homework constitutes one of the most immediate and frequent contacts between families and the school. It is essential to establish good lines of communication between caregivers and schools. Homework generally has its most significant impact when it is commented on and graded by the teacher.
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
Patall, Erika A., Harris Cooper, and Jorgianne Civey Robinson. "Parent Involvement in Homework: A Research Synthesis." Review of Educational Research 78, no. 4 (December 2008): 1039–101. http://dx.doi.org/10.3102/0034654308325185.
Full textAbstract:
New emphasis is being placed on the importance of parent involvement in children’s education. In a synthesis of research on the effects of parent involvement in homework, a meta-analysis of 14 studies that manipulated parent training for homework involvement reveals that training parents to be involved in their child’s homework results in (a) higher rates of homework completion, (b) fewer homework problems, and (c) possibly, improved academic performance among elementary school children. A meta-analysis of 22 samples from 20 studies correlating parent involvement and achievement-related outcomes reveals (a) positive associations for elementary school and high school students but a negative association for middle school students, (b) a stronger association for parent rule-setting compared with other involvement strategies, and (c) a negative association for mathematics achievement but a positive association for verbal achievement outcomes. The results suggest that different types of parent involvement in homework have different relationships to achievement and that the type of parent involvement changes as children move through the school grades.
14
Guseva, Natalia. "School philological education: traditions and innovations in the organization of home work." Pedagogy: history, prospects 3, no. 6 (December 29, 2020): 31–41. http://dx.doi.org/10.17748/2686-9969-2020-3-6-31-41.
Full textAbstract:
the article actualizes students’ homework as a form of independent learning, traditional and innovative methods of which are actively used in the practice of school philological education. The author provides a brief historical and pedagogical analysis of methodological and pedagogical opinions of classical and modern researchers about homework as a mandatory element of homework. The author in the historical and pedagogical context reveals some methodological regulations on homework, homework assignments. Based on an original scientific and methodological work, the author shows the features of homework assignments developed and tested in educational organizations of the Jewish Autonomous Oblast. National and regional content in this is the basis of the presented forms of domestic work, which contribute not only to the realization of educational functions of teaching process in general and literary education in particular, but also form the socio-cultural and ethno-cultural values of students in multiethnic Jewish Autonomous Oblast. The author emphasizes the need for a modern scientific rethinking of views on homework, including taking into account the features and capabilities of e-learning and IT technologies in the field of education. The author's didactic and pedagogical conclusions and methodological examples suggest the possibility and need for further research on the functions, meanings, technologies, didactic and pedagogical effects of homework and homework, including in the subject-methodical refraction.
15
Xu, Jianzhong, and Hongyun Wu. "Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level." Journal of Educational Research 106, no. 1 (January 2013): 1–13. http://dx.doi.org/10.1080/00220671.2012.658457.
Full text
16
Cosden, Merith, Gale Morrison, Ann Leslie Albanese, and Sandra Macias. "When Homework is not Home Work: After-School Programs for Homework Assistance." Educational Psychologist 36, no. 3 (September 2001): 211–21. http://dx.doi.org/10.1207/s15326985ep3603_6.
Full text
17
Azizah, Dinar Martia. "THE VARIETIES OF HOMEWORK GIVEN BY ENGLISH TEACHERS OF VOCATIONAL SCHOOLS." Indonesian EFL Journal 4, no. 2 (August 4, 2018): 48. http://dx.doi.org/10.25134/ieflj.v4i2.1375.
Full textAbstract:
Learning inside the classroom is never enough because there are various limitations, so it needs the non-school hour assignment called homework. This research aims to find out the varieties of homework given by English teachers of vocational schools. This research uses a qualitative descriptive method by involving eight English teachers of vocational schools in Yogyakarta. Open-ended questionnaires, interview, and document analysis are used to collect the data. In analyzing the obtained data, the researcher does three steps, namely data condensation, data display, and conclusion drawing. The research results showed that homework varieties given by English teachers serve three main objectives. Those objectives are to broaden knowledge, sharpen skills, and inculcate values. It is concluded that formal education in schools requires homework that improve students' English proficiency. Besides, the existence of State Examination is regarded as a special thing that effects on learning process.Keywords: homework; broaden knowledge; sharpen skills; inculcate values; English proficiency.
18
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.
Full textAbstract:
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
19
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.
Full textAbstract:
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.
20
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.
Full textAbstract:
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.
21
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.
Full textAbstract:
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.
22
Holligan, Simone D., Wei Qian, Margaret De Groh, Ying Jiang, Karen A. Patte, Katelyn Battista, and Scott T. Leatherdale. "Binge Drinking and Educational Participation among Youth in the COMPASS Host Study (Year 5: 2016/2017): School Connectedness and Flourishing as Compensatory Factors." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 12, no. 3 (June 19, 2020): 55–77. http://dx.doi.org/10.29173/cjfy29550.
Full textAbstract:
The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self-reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.
23
Holligan, Simone D., Wei Qian, Margaret De Groh, Ying Jiang, Karen A. Patte, Katelyn Battista, and Scott T. Leatherdale. "Binge Drinking and Educational Participation among Youth in the COMPASS Host Study (Year 5: 2016/2017): School Connectedness and Flourishing as Compensatory Factors." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 12, no. 3 (June 29, 2020): 55–77. http://dx.doi.org/10.29173/cjfy29585.
Full textAbstract:
The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.
24
Fox, Kathy Renita. "Family Literacy Practices Surrounding Homework." Journal of Family Diversity in Education 2, no. 2 (December 5, 2016): 100–117. http://dx.doi.org/10.53956/jfde.2016.72.
Full textAbstract:
Examining authentic literacy practices regarding homework in three demographically different family groups was the focus of this study. Parents of school age children identified as living in subsidized housing, parents of school age children working in a university teacher education program and parents of school age children who spoke a language other than English, the language of their school instruction were interviewed for the study. Implications of the study encourage teachers to be conscious of the importance of homework as a tool for providing meaningful activity, communicating information to the home about the classroom curriculum and mainstream practices. Teachers are encouraged to see the bi-directional potential of homework as an opportunity for teachers to learn about family practices through the returned homework.
25
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.
Full textAbstract:
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.
26
Garing, Roy Galenzoga. "Unveiling the parents’ perceptions on no-homework policy in Nangan Elementary School." Sapienza: International Journal of Interdisciplinary Studies 2, no. 2 (July 9, 2021): 63–100. http://dx.doi.org/10.51798/sijis.v2i2.98.
Full textAbstract:
This qualitative-phenomenological study was initiated to explore and understand the lived experiences and different perceptions of parents on no-homework policy in Nangan Elementary School, Nangan, Governor Generoso, Davao Oriental. Subsequently, this qualitative exploration hoped to draw out conclusions on the perceptions of the parents. The data source in this study derived from seven (7) research participants for the in-depth interview and another seven (7) parents for the focus group discussion. The research participants of this study were the selected Grade Five to Grade Six parents in Nangan Elementary School who were usually having many assignments compared to lower grade levels. The following themes emerged from analysis based in the perspectives of participant interviews: no-homework policy can be optional; no-homework policy is unfavorable and unhelpful to students; no-homework policy causes students to become irresponsible; and no-homework policy causes less learning among students. Concerning the experiences of parents in dealing with the assignments of their children, five major themes were manifested such as: having difficulties in answering homework; being able to help children; having fun while doing the assignment; being unable to finish work or chores; and bonding opportunity. Moreover, the participants about their challenges in dealing with the assignments of their children, four major themes emerged: understanding how to answer the lesson; having balance and time management; giving encouragement; and having follow-ups and rules. Lastly, their suggestions as regards the no-homework policy revealed four emergent themes: parents should always be responsible and helpful to their children; parents should have time management and balance; teachers should give appropriate, simple and uncostly homework; and teachers should give homework to students for continued learning.
27
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.
Full textAbstract:
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.
28
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.
Full textAbstract:
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.
29
Astuti, Kris. "Students’ positive responses toward homework given by English teachers at vocational high school." Journal of English Language and Pedagogy 2, no. 1 (April 7, 2019): 19. http://dx.doi.org/10.36597/jelp.v2i1.3780.
Full textAbstract:
This study aims to find out and describe the students’ positive responses toward homework given by English teachers at grade twelve in SMK Negeri 3 Purworejo in the academic year of 2014/2015. The subject of the research is students of SMK Negeri 3 Purworejo grade twelve in the academic year of 2014/2015. The approach is qualitative naturalistic and the data were taken using open questionnaire. The research finding reveals 21 final categories. From those 21 final categories, there are four main components which are important to be explored further. Those four components are students, homework materials, teachers, and facilities. The positive responses toward homework coming from the students are satisfaction and happiness if they can do it without cheating. They are challenged in doing the homework and get new knowledge. Doing the listening homework trains students to concentrate. They better understand the learning material, develop their self-confidence, and express their ideas and opinions. For homework materials, the students’ positive responses are dominated by the material that students have already learned and have not learned yet. The positive responses based on teachers are the English teachers have to discuss and give scores of the homework. Regarding facilities, the students consider that the school’s facilities should be various and complete to help them do the homework.
30
Kurt, Uluhan, and Yasemin Taş. "Prediction of students' strategies for doing science homework by parental support and students' goal orientation." Pegem Eğitim ve Öğretim Dergisi 9, no. 2 (March 25, 2019): 585–604. http://dx.doi.org/10.14527/pegegog.2019.019.
Full textAbstract:
The aim of this study is to examine how parents’ support for their children’s science homework and the goal orientation of students in science homework predict their deep learning and management strategies that students use when doing homework. For this purpose, among quantitative research approaches, correlational method was used in the study. The sample of the study consisted of 328 middle school students enrolling in public schools in Erzurum. As data gathering tools, the Parental Homework Support Scale, Homework Goal Orientation Scale and Homework Strategy use Scale were used. The results of the hierarchical regression analysis revealed that the content- and autonomy-oriented support of the parents were positive predictors of deep learning and management strategies. The mastery and performance goal orientation predicted the management strategy positively, whereas the work-avoidance negatively predicted it. Among the goal orientations, it was seen that only the mastery goal orientation predicted the deep learning strategy and the relationship was in positive direction. The parental homework support and student’s goal orientation in homework explained 61.00% of the variance in the homework management strategy and 53.00% of the variance in the deep learning strategy.
31
Karcz-Taranowicz, Eugenia. "SCHOOLCHILD’S HOMEWORK – NECESSITY VERSUS SUPERFLUOUSNESS." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 20 (June 10, 2019): 39–48. http://dx.doi.org/10.5604/01.3001.0013.2280.
Full textAbstract:
The schoolchild’s homework makes an integral part of the didactic-rearing process. It is only in connection with home assignment that a lesson forms a full unit of the teaching process. The view on the role and value of homework has undergone numerous changes throughout the history of school education. At the moment, the question of home assignments is widely discussed by both parents and teachers. Some schools resign from setting them, while others defend them as an important educational tool. The aim of the article is to expose elements which confirm the necessity of retaining homework as binding in the process of teaching, as well as to point to factors that negate the need for its maintenance.
32
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.
33
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.
34
Zhang, Jianjun. "Homework: An Overload on Chinese School Children." International Journal of English Literature and Social Sciences 4, no. 3 (2019): 821–24. http://dx.doi.org/10.22161/ijels.4.3.37.
Full text
35
Kalenkoski, Charlene Marie, and Sabrina Wulff Pabilonia. "Does high school homework increase academic achievement?" Education Economics 25, no. 1 (May 3, 2016): 45–59. http://dx.doi.org/10.1080/09645292.2016.1178213.
Full text
36
Bender, David S., and Theresa M. Stahler. "After School Homework Centers: A Successful Partnership." Middle School Journal 28, no. 2 (November 1996): 24–28. http://dx.doi.org/10.1080/00940771.1996.11494436.
Full text
37
Foyle, Harvey C. "Homework: The Connection Between School and Home." NASSP Bulletin 70, no. 487 (February 1986): 36–38. http://dx.doi.org/10.1177/019263658607048709.
Full text
38
Murphy, Joseph, and Karen Decker. "Homework Use at the High School Level." NASSP Bulletin 74, no. 523 (February 1990): 40–43. http://dx.doi.org/10.1177/019263659007452308.
Full text
39
Arkhipova, T. L., Z. P. Homeniuk, and K. S. Arkhipova. "HOMEWORK ORGANIZATION SPECIFICS IN THE HIGH SCHOOL." Innovate Pedagogy, no. 37 (2021): 53–56. http://dx.doi.org/10.32843/2663-6085/2021/37.9.
Full text
40
Majerčíková, Jana, and Barbora Petrů Puhrová. "Everyday Family Experience: A Child’s Home Preparation for School." Acta Technologica Dubnicae 7, no. 2 (August 28, 2017): 17–29. http://dx.doi.org/10.1515/atd-2017-0010.
Full textAbstract:
Abstract Introduction: The family life of a child of compulsory school age is influenced by the way that a child’s educational career is discussed and practically supported. This is transmitted into normal family life through the completion of the child’s homework and any other school-related responsibilities. The parent is considered an actor who contributes significantly to the supervision of the child’s homework. Methods: This research project explored how parents and children describe their experience of homework through semi-structured interviews with elementary school pupils and their parents. The results are presented in our study. Seven, mostly university-educated parents and six pupils were interviewed at the start of compulsory schooling, when the bonds and interaction are the most intensive between parents and children in the context of homework. The transcribed interviews were analysed using the technique of open coding. Codes identified were repeatedly read, reviewed and subsequently grouped into categories with the aim of description and explanation. Results: The survey revealed that the completion of homework in the parent - child interaction is an implicit part of everyday family life. Homework and advance home preparation are considered to be the responsibility of the parent as well as the child, on the other hand, the home preparation is also time-consuming and gendermarked. Limitations: The limitations of the study relate primarily to the construction of the research sample. The intentional sample of parents was determined by socioeconomic status and quantity and also by the parents’ willingness to share their parenting experience, and for the child by the extent of data gathered. In further research, this will be supported by observation in the home setting. Conclusions: The research findings contribute to a description of the child’s life in the family and confirm the importance of inevitable parental participation in their educational socialization at the beginning of compulsory school attendance.
41
Calarco, Jessica McCrory. "Avoiding Us versus Them: How Schools’ Dependence on Privileged “Helicopter” Parents Influences Enforcement of Rules." American Sociological Review 85, no. 2 (March 4, 2020): 223–46. http://dx.doi.org/10.1177/0003122420905793.
Full textAbstract:
As privilege-dependent organizations, U.S. public schools have an interest in catering to higher-SES White families. But, what happens when privileged families’ interests conflict with schools’ stated goals? Focusing on the case of homework, and drawing insights from organizational theory, cultural capital theory, and research on parent involvement in schools, I examine how schools’ dependence on higher-SES White families influences their enforcement of rules. Using a longitudinal, ethnographic study of one socioeconomically diverse public elementary school, I find that teachers wanted to enforce homework rules, but they worried doing so would lead to conflict with the higher-SES White “helicopter” parents, on whom they relied most for support. Thus, teachers selectively enforced rules, using evidence of “helicopter” parenting to determine which students “deserved” leeway and lenience. Those decisions, in turn, contributed to inequalities in teachers’ punishment and evaluation of students. Broadly, these findings suggest privilege-dependence leads schools to appease privileged families, even when those actions contradict the school’s stated goals. These findings also challenge standard policy assumptions about parent involvement and homework, and they suggest policies aimed at reducing the power of privilege are necessary for lessening inequalities in school.
42
Darden, Edwin C. "ED Law." Phi Delta Kappan 96, no. 3 (October 13, 2014): 76–77. http://dx.doi.org/10.1177/0031721714557461.
Full textAbstract:
The amount of homework teachers assign has become a frequent topic of school policy and legal dispute. Courts have tended to leave the matter to local schools and local school boards, which is the proper place for such issues to be decided.
43
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.
44
SALEND, SPENCER J., and MEENAKSHI GAJRIA. "Increasing the Homework Completion Rates of Students with Mild Disabilities." Remedial and Special Education 16, no. 5 (September 1995): 271–78. http://dx.doi.org/10.1177/074193259501600503.
Full textAbstract:
Whether students with mild disabilities are educated in mainstreamed general education classes or special education settings, it is likely that they will be assigned homework by their teacher(s). assignment of homework can affect their school performance and the grades they receive in their classes. however, because of a variety of factors, many students with mild disabilities experience difficulty completing their homework. this article presents educators with guidelines for increasing the homework completion rates of students with mild disabilities, including (a) varying the amount and type of homework assignments, (b) providing motivating acts so that students complete their homework, (c) using peermediated strategies, (d) establishing and following homework routines, (e) teaching strategies to improve students' study and organizational skills, and (f) involving parents in the homework process.
45
Mountain, Lee. "Doing Homework on a Telecommunications Network." Journal of Educational Technology Systems 21, no. 2 (December 1992): 103–7. http://dx.doi.org/10.2190/8hew-4r68-ttte-9n94.
Full textAbstract:
In Texas, elementary school pupils are doing homework on a telecommunications network. A professor, a principal, and a production manager for a telecommunications network spearheaded this innovative use of an educational technology system. They got a pilot project started in one innercity school in 1991, and it has already spread to six surrounding school districts. The endeavor now involves parents, elementary teachers and administrators, university faculty and students, telecommunications technologists, videotex writers, and business sponsors. The children in the pilot program averaged two hours a week of extra-credit homework on the network during the school months. During their summer vacation, these children were allowed to keep equipment for accessing the telecom network at home. In June and July their average time online increased to over two hours a week on videotex programs that exercised math, writing, and reading. For this group, an educational technology system that involved doing homework on a telecommunications network definitely increased academic time on task.
46
Xu, Jianzhong, Xitao Fan, and Jianxia Du. "Homework Emotion Regulation Scale: Confirming the Factor Structure With High School Students." Journal of Psychoeducational Assessment 35, no. 4 (March 23, 2016): 437–41. http://dx.doi.org/10.1177/0734282916640438.
Full textAbstract:
The current investigation studied psychometric properties of the Homework Emotion Regulation Scale (HERS) for math homework, with 915 tenth graders from China. Confirmatory factor analyses (CFAs) supported the presence of two separate yet related subscales for the HERS: Emotion Management and Cognitive Reappraisal. The latent factor means for both subscales were shown to be invariant across gender. Furthermore, both subscales were positively related to homework purposes and behaviors (effort and completion) in the theoretically expected directions. Meanwhile, math performance was positively related to emotion management, but not cognitive reappraisal.
47
Coleman, Laurence J. "“A Shock to Study”." Journal of Secondary Gifted Education 14, no. 1 (August 2002): 39–52. http://dx.doi.org/10.4219/jsge-2002-386.
Full textAbstract:
Learning about the experience of living in a state-funded, public residential high school for academically talented children was the purpose of an ethnographic inquiry. Studying and homework dominated the students' lives throughout the year. Eager academically gifted high school students were “shocked” to meet the homework demands of a rigorous academic program. The general story of doing homework is told, as well as four characteristic patterns of adjustment presented as cases of studying in action. Theoretical issues related to talent development are discussed.
48
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.
49
Atkin, Andrew J., Trish Gorely, Stuart J. H. Biddle, Simon J. Marshall, and Noel Cameron. "Critical Hours: Physical Activity and Sedentary Behavior of Adolescents after School." Pediatric Exercise Science 20, no. 4 (November 2008): 446–56. http://dx.doi.org/10.1123/pes.20.4.446.
Full textAbstract:
The present study examined physical activity and sedentary behavior patterns of adolescents between 15.30h and 18.30h. The sample for this study is 1,484 (boys: n = 561; girls: n = 923). Boys and girls reported 21 and 19 min of physical activity and 24 and 26 min of homework respectively during this period. Technology-based sedentary behavior (TV viewing, computer and video game use) was significantly higher in boys than girls (boys = 50 mins; girls = 35 mins; p < .05). The most prevalent behaviors after school are technology-based sedentary behavior, homework and physical activity. During these hours, engagement in physical activity does not appear to displace time spent doing homework.
50
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.
Full textAbstract:
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.