Teacher attitudes toward the assignment of homework
Abstract
The purpose of this research was to assess the attitudes of elementary teachers, kindergarten to fifth grade, toward homework. It compared the attitudes of elementary teachers of different grades, gender, academic degrees, and years of teaching experience toward homework, and also the attitudes toward homework of teachers who teach at non-Title 1 schools with those who teach at Title I schools. The study group was composed of 359 regular education elementary teachers from 17 elementary schools. Both descriptive and inferential statistics were computed. The results of this study lead to the conclusion that the vast majority of respondents, 353 (98%) of 359 teachers, believe in the value of homework and use it in their teaching. It also found a positive correlation between grade level and amount of homework assigned, between grade level and attitudes toward homework, and between years of experience and attitudes toward homework. No significant differences were found between teachers of varying degree status and gender with regard to the amount of homework they assigned, their general attitudes toward homework, and their attitudes toward homework for low SES students. Nor were significant differences found between those teachers who teach at Title 1 schools and those who teach at non-Title 1 schools and their general attitudes toward homework, their attitudes toward homework for low SES students, or how often they assign it.
Subject Area
Curriculum development|Elementary education
Recommended Citation
Clifford D Conner,
"Teacher attitudes toward the assignment of homework"
(2004).
ETD Collection for Tennessee State University.
Paper AAI3141932.
https://digitalscholarship.tnstate.edu/dissertations/AAI3141932