The Study on the Implementation of Homework in Taoyuan County Elementary Schools

• Main Authors: Lin Shung-Yu, 林尚俞
• Other Authors: 顏國樑
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/32613475764140503622

碩士 === 國立新竹教育大學 === 國民教育研究所 === 92 === ABSTRACT The purpose of the study is to investigate the implementation of homework in Taoyuan County elementary schools, and provide the results to educational administration organizations, elementary school administration offices, and teachers, as a reference. The research method of this study includes questionnaire survey for general data collection, content analysis of students’ Communication Book and interviews. In the survey, a questionnaire was distributed to 596 teachers and 693 students who were randomly selected among elementary schools in Taoyuan County. From these 596 teachers and 693 students, 548 teacher-samples and 673 students-samples were successfully collected. The result of the questionnaire was analyzed by using frequency distribution tables and Chi-square test statistic methods. The answers to the open questions and information gathered from the interviews are stated in the summary. Based on the above analysis, the conclusions of the study are drawn as follows: 1. The results of analyzing students’ Communication Book: (1) The learning area of homework contains mostly Mandarin and secondly Math. (2) Regarding alternative learning activities, plentiful and various kinds of learning activities are presented in students’ homework. (3) The assessment type of homework is mainly about knowledge in school subjects. (4) The homework assigned from the teacher is mainly for students to accomplish independently. (5) The resource needed for accomplishing the homework assigned from the teacher is primarily focused on those basic learning resources which are obtainable for students. (6) The features of the homework is mainly on knowledge base, rote, drills and practice. 2. The results of questionnaire survey: (1) The functions and purposes of homework (a) as to students, it can reinforce learning efficiency, provide self-learning opportunities and establish well-learning habits; (b) as to teachers, it can make teachers and parents know students’ learning progress; (c) it can produce positive academic effects. (2) The amount of homework: (a) most teachers assign homework mainly for five days a week, around two items of homework per day, which takes thirty minutes to one hour or so to finish. (b) The impact of too much homework to students, as in teachers’ point of view, is lowing students’ learning motivation, quality and effect while, to students’ view point, the impact is students having insufficient time for other activities and too much stress. (c) The impact of not enough homework to students, as in teachers’ point of view, is students having insufficient opportunities to practice while, to students’ viewpoint, is students having more time participating other activities. (3)The contents and types of homework: (a) The content of homework is related to primarily school courses, secondly cultivating good daily habits. (b) The type of homework is mainly memorization and review of knowledge. Rests of types are very diverse. (c) After implementing grade 1-9curriculum, the quantity of homework is increasing while the quality of homework becomes diverse and difficult. (4)The assignment of homework: (a) most students are able to independently accomplish the homework assigned from the teacher. (b) The resource needed for accomplishing the homework mainly includes textbooks and workbooks, secondly contains tool books. Besides, the Internet, computer equipments also become important learning resources for students to accomplish their homework. (5) The evaluations and feedbacks of homework: (a) The major method teachers used to evaluate students’ homework is grading and giving scores. (b) The main criterion teachers used to evaluate students’ homework is correctness of students’ content in their homework as well as students’ calligraphy. (c) To students with outstanding performance on their homework, teachers would give them high scores or grades. Moreover, teachers would also establish a rewarding system, or give public compliment to motivate students. (6) the implementation of homework: (a) most students are able to turn in their homework on time. For those who do not submit the homework on time, the reason they tell the teachers is that the homework is too difficult for them to accomplish. (b) For those who do not submit the homework on time, teachers would ask for the reasons and ask them to finish the homework. (c) The primary problem teachers have encountered is students’ submitting homework late. Secondly is bad quality of their accomplishment in the homework. (d) In the process of accomplishing the homework, family members are the main assistants for students. (e) Parents’ assistance is mainly to check their children’s homework and give signatures. (7) The guidelines and improving approaches: (a) schools should propagate the meaning and purpose of homework so that parents and students can understand their responsibilities. (b) Teachers agree with the establishment of principled and directional homework rules. Based on the above conclusions, the following suggestions are made: 1. For educational administration organizations: appropriate and sufficient learning resources as well as handbooks of making homework should be provided. 2. For administration offices of elementary schools: regulations related to homework should be organized. Besides, parents meetings should be regularly conducted to express the meaning and purpose of homework and to establish good interaction between schools and parents. 3. For teachers: (1) teachers need to teach students appropriate learning strategies, cultivate students’ learning habits to enhance the quality of students’ homework and help them submit their homework on time. (2) Teachers can give students general types of homework on weekdays while give alternative types of homework, which need more time and efforts to accomplish, for weekends. (3) Course teachers and homeroom teachers should keep proper communication in order to understand students’ situation in accomplishing their homework. (4) Appropriate interaction between parents and teachers is helpful for teacher to implement homework system.