A Qualitative Case Study: Perceptions of Homework Completion Hours and Academic Success

Autor/in	Probst, Julliana
Titel	A Qualitative Case Study: Perceptions of Homework Completion Hours and Academic Success
Quelle	(2019), (122 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-5345-1
Schlagwörter	Hochschulschrift; Dissertation; Homework; Time on Task; Academic Achievement; Elementary School Students; Educational Benefits; Administrator Attitudes; Teacher Attitudes; Learning Processes; Teaching Methods; Self Esteem; Health; Well Being; Extracurricular Activities; Alignment (Education); Student Educational Objectives; Parent Participation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hausaufgabe; Zeitaufwand; Schulleistung; Bildungsertrag; Lehrerverhalten; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Self-esteem; Selbstaufmerksamkeit; Gesundheit; Well-being; Wellness; Wohlbefinden; Außerunterrichtliche Aktivität; Elternmitwirkung
Abstract	This qualitative case study focused on homework as an instructional tool employed by teachers throughout primary schools. A number of stakeholders are affected by homework every day. Those impacted by homework are students and parents in particular, as the people who carry out instructional requests of teachers, but also teachers themselves, who hope to advance learning through homework assignments and spend considerable time in planning and assessing homework. The problem the research examined was administrator and teacher perceptions of homework and academic achievement for elementary school students. The purpose of the study was to gain insights from administrators and teachers who assign or oversee the assignment of homework on a daily basis. A case study format was chosen for this qualitative research in order to supplement, extend, and clarify qualitative research that exists on homework. To carry out this study, the researcher sought answers from teachers and administrators on research questions that sought insights on perceptions of school leaders in determining school standards, policies, and procedures for homework assignments; insights of administrators and classroom teachers regarding the consequences of homework on students' health; additional input from administrators and teachers regarding the consequences of homework on students' extracurricular activities; and insights from school leaders on how homework influences academic achievement. The study confirmed benefits of homework, including reinforcement of concepts learned in class as well as improved self-esteem. The study also highlighted concerns, including impacts on health, family well-being, and participation in extracurricular activities. As a result of the study, a number of recommendations were developed, including a necessity to ensure educators align homework to lesson objectives, understand the importance of nightly rest for students, and realize and encourage parental involvement. This study can be used as a foundation for future studies that delve deeper into insights of educators, parents, and students who are impacted by homework. In addition, research on programs that assist students with homework, such as afterschool mentoring programs, warrant further consideration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01