Student Experiences and Teacher Perceptions Towards Homework
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Department of English Education
Abstract
This research study entitled “STUDENT EXPERIENCES AND TEACHER PERCEPTIONS TOWARDS HOMEWORK" attempts to find out the actual Students’ performance on guided writing in terms of homework.
The study examines the multifaceted aspects of homework in the context of secondary-level education, encompassing the perspectives of students and teachers. The study reveals that homework serves as a valuable tool for reinforcing learning, practicing concepts, and fostering essential skills. While many students perceive homework positively, some find it burdensome, emphasizing the need for tailored support.
Teachers play a pivotal role in assigning and grading homework, facing challenges like workload management and grading consistency. It was found that homework enhances students' academic performance, albeit with varying degrees of conviction. Students encounter difficulties such as understanding instructions and time management, relying on teacher and parental support for clarification and motivation.
Subject preferences for homework vary, with mathematics being the most enjoyed and English the least favored. Teachers employ diverse methods for providing feedback, but online platforms are underutilized. In summary, effective communication, support, and understanding among teachers, students, and parents are essential for optimizing the homework experience. Striking a balance in workload, offering clear instructions, and nurturing positive attitudes towards homework can create a more engaging and productive learning environment. Teachers are committed to homework but face challenges in grading and feedback. Effective communication between teachers, students, and parents is crucial to harness the benefits of homework.