ATTITUDE OF PARENTS AND TEACHERS TOWARDS HOME WORK OF THEIR CHILDREN AT ELEMENTARY LEVEL

7/28/2019 ATTITUDE OF PARENTS AND TEACHERS TOWARDS HOME WORK OF THEIR CHILDREN AT ELEMENTARY LEVEL

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Journal of Human and Social Science ResearchHSSR

Vol. 1, No. 1 (2013), 1-7

Online available since 2013/Mar/30 at www.oricpub.com© (2013) Copyright ORIC Publications

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ORIC Publications

Received: 08 Mar 2013

Accepted: 21 Mar 2013

Satyapriya Behera

Midnapore Institute of Education,Midnapore, West-BengalNibedita GuruDr. P.M.I.A.S.E., Sambalpur,OdishaMonoranjan Bhowmik

V.T.T.College, Midnapore,West-BengalJyosree Banerjee

David Hare Training College,Calcutta

Correspondence:Monoranjan Bhowmik

V.T.T.College, Midnapore,West-Bengal

ATTITUDE OF PARENTS AND TEACHERS TOWARDS HOME WORK OF THEIR CHILDREN AT ELEMENTARY LEVEL

AbstractHomework is generally regarded as school work formally assigned

for completion outside school time. It is seen as embracing a number of

activities including revision and preparation for exams or future class

work. It serves to help the teachers to cope with pupils of different work

rates and finishing off class works. The crowded curricula, cumulative

assessment, competitive examinations, independent assignment and project based learning cause an over flow of work from school time into

out of school time. On account of these reasons, teachers and pupils

place heavy reliance on homework especially in primary and secondary

schools. They learn how to budget the time and benefit out of it; this will

serve them the rest of their lives. However, there is much controversy

regarding homework. Its advocates claim that it encourages students’

initiative, develops independent learning skills and allows time for

practice and application of what has been taught in school whereas the

critics argue that it encroaches upon children’s leisure time and denies

them access to community activities. It is often considered a dull,

repetitive, sedentary task which makes excessive demands on pupils’time and fails to establish its relevance to the in school programme.

1. INTRODUCTIONHomework develops certain personality traits and fosters initiative,

independent thinking and responsibility in students. A few studies had

been conducted in this area by Paskal

et.al[3].Padmaja[4],Manjula[2],Shalendra et.al.[6] and Kushwaha[1],yet

the dearth of studied in this area makes it imperative to conduct

research in this neglected area. Salvatore in 1974 [7] studied on

perceptions of students’, teachers’ and parents on homework assignment

found that girls spend more time on home work than boys, tenth graders

more than twelve graders, college bound students more than non-college

bound students. Rich, Dorthy, Jones and Cynthia in 1974 [5] pointed out

that homework provides a kind of link between the child, parent and the

teacher and this link is very important for student’s success in school.

Therefore, in the present study an attempt has been made to find out the

attitude of Parents and Teachers towards home works and to analyze the

reasons given by them in favor of or against homework. The problem

under study is of vital significance as the homework enhances the burden

of learning on children and now-a-days steps are being taken to reducethe learning burden of children.

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Satyapriya Behera, Nibedita Guru, Monoranjan Bhowmik, Jyosree Banerjee P a g e | 2

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NEED AND SIGNIFICANCE OF THE STUDY: Homework promotes intellectual discipline. Many

teachers believe that homework is a good for students. Parents feel that some is giving on in the school is

taking care of the child. It develops certain personality traits and fosters initiative, independent thinking and

responsibility in students. They learn how to budget the time and benefit out of it; this will serve them the

rest of their lives. Home study facilities and improves learning by providing necessary integration, practice

and application of what they learn in the school.

OPERATIONAL DEFINITION OF THE TERM: Homework is the time students spend outside the

classroom in assigned activities to practice, reinforce or apply newly-acquired skills and knowledge and to

learn necessary skills of independent study.

OBJECTIVES OF THE STUDY: The study will be undertaken with the following objectives:

(i)To study the attitude of teachers towards giving homework at the elementary level.

(ii)To study the attitude of parents towards giving homework at the elementary level.

HYPOTHESIS OF THE STUDY: The present study has the following hypothesis:

There exists significant difference between the attitude of parents and teachers towards giving homework

of their children at the elementary level.

DELIMITATIONS OF THE STUDY: The present study was conducted only on V-VII class students of

Deogarh District,Odisha. The variable selected for the study is attitude towards homework. The total sample

consisted of 100 teachers and 50 parents who were stratified and randomly selected from 10 – Elementaryschools of Deogarh district represently urban, rural areas.

2. METHODOLOGYThe investigator employed the survey method for the collection of data regarding on attitude of parents

and teachers towards at elementary level in both rural and urban areas of Reamal block, Deogarh district.

SAMPLE OF THE STUDY: A sample is a small proportion of a population selected for observation and

analysis. So, a sample in other words is a smaller representation of a larger whole.

For the study about the attitude of parents and teachers towards homework at elementary levels, it was

decided to select randomly 10-elementary schools representing 100-teachers and 50 parents of Reamal block,

Deogarh district. In order to get relevant information about the attitude towards homework. The details are

given below.

Table1. Details of the sample selected schools for the study

Sl. No. Name of the Elementary school No. of teachers No. of parents Total no. of parents and

teachers

1. Badabahal P.U.P. School. 10 5 152. Medinipur Primary School. 10 5 15

3. Dharampur P.U.P. School. 10 5 154. U.P. School, Tinkbir. 10 5 15

5. Reamal Centre School. 10 5 156. Budida U.G.M.E. School. 10 5 157. Ratan Khalinali U.P. School 10 5 158. Timur P.U.P. School. 10 5 15

9. Babarakot U.P. School. 10 5 1510. Malahipada U.G.M.E. School. 10 5 15

TOOLS USED FOR DATA COLLECTION: The researcher was used an “Attitude Scale” in the form of

questionnaire to collect data from the elementary school teachers and parents of Reamal block, Deogarh

district. The attitude test consists of 30 items related to homework. The details items of the test are appeared

at the end.

SCORING PROCEDURE: The questions were prepared on the basis of three point scale. The rating

categories scored from 3 to 1 were entitled (1) for A (Agree), (2) for I (Indifferent) and (3) D for (Disagree)

respectively.

RELIABILITY AND VALIDITY: The reliability of the questionnaire was identified by using the survey

method. The reliability value was found to be 0.95 which is above the normal level and the work is said tohave high reliability. The second measure of validation is called validity. The investigator established

content validity by using scientific procedure in the present study.

STATISTICAL TECHNIQUES EMPLOYED: In order to analyze the raw data suitable statistical

techniques like percentage within three categories viz; Agree, Indifferent, Disagree have been applied so as

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P a g e | 3 ATTITUDE OF PARENTS AND TEACHERS TOWARDS HOME WORK OF THEIR CHILDREN AT ELEMENTARY LEVEL

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to arrive at concrete conclusion.

Table2. Attitude of teachers towards giving homework

SL. No. Items Responses

Agree Indifferent Disagree Total no. of

Teachers

1. Homework is given to evaluate child

learning.

98=98% 0=0% 2=2% 100

2. Homework motives the child tolearn.

100=100% 0=0% 0=0% 100

3. Homework makes the proper

utilization of child’s time.

86=86% 11=11% 3=3% 100

4. Homework restricts the natural

development of child.

82=82% 10=10% 8=8% 100

5. Homework does not help in the

intellectual/ cognitive developmentof the child.

49=49% 31=31% 20=20% 100

6. Homework makes the regular studyhabit.

94=94% 6=6% 0=0% 100

7. The child gets an opportunity to

practice through homework.

82=82% 11=11% 7=7% 100

8. Homework encourages the creativeability of the child.

86=86% 10=10% 4=4% 100

9. Homework develops independent

learning skills.

75=75% 12=12% 13=13% 100

10. Homework makes the childtense/anxiety.

69=69% 25=25% 6=6% 100

11. Homework develops self-confidence

and responsibility in child.

82=82% 13=13% 5=5% 100

12. The child does not get time to play

because of homework.

66=66% 24=24% 10=10% 100

13. Without homework, child is less

motivated to learn.

75=75% 17=17% 8=8% 100

14. Child completes the homework outof fear.

83=83% 11=11% 6=6% 100

15. Homework presents the child from

bad company.

64=64% 20=20% 16=16% 100

16. Homework gives information to parents about the child’s academic progress.

61=61% 27=27% 12=12% 100

17. Homework disturb the child’s time. 79=79% 14=14% 7=7% 10018. Homework interferes with child’s

freedom.

85=85% 9=9% 6=6% 100

19. Homework denies the child from

participating in community function.

60=60% 36=36% 4=4% 100

20. Homework gives self evaluation tochild.

91=91% 6=6% 3=3% 100

21. Homework provides opportunity to

child to practice what has been

learned in school.

74=74% 20=20% 6=6% 100

22. Homework curtails child’s freedomand leisure time.

75=75% 18=18% 7=7% 100

23. Homework is an important part of curriculum.

83=83% 12=12% 5=5% 100

24. Homework crates learning

environment in home.

80=80% 12=12% 8=8% 100

25. Homework put burden on child tolearn.

80=80% 9=9% 11=11% 100

26. Homework evaluates the child to

make good results.

86=86% 7=7% 7=7% 100

27. Homework establishes good

relationship between parents andteachers.

54=54% 40=40% 6=6% 100

28. Teacher gives homework to reduce

their teaching load.

83=83% 13=13% 4=4% 100

29. Homework should be given daily. 91=91% 4=4% 5=5% 100

30. Homework helps the child inrevising the lesson.

97=97% 2=2% 1=1% 100








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3. ANALYSIS AND INTERPRETATIONAnalysis of data is the most important and crucial steps in educational research. After data has been

collected, it has to be processed and analyzed to draw proper influence.

Analysis requires as alert, flexible and open mind. It is worthwhile to prepare of analysis before the actual

collection of data. Analysis of data means studying organized materials in order to discover inherent facts.

However, valid, reliable and adequate the data may be, it does not serve any work unless carefully edited,

systematically classified and tabulated scientifically, analyzed, intelligently interpreted rationally and drawconclusion in an effective manner.

Analysis of data means to make raw data meaningful or to draw some results from the data after the

proper treatment. To analyze the tabulated material is studied in order to determine inherent facts. It involves

breaking down existing complex factors into simple parts and putting the parts together in new arrangements

for purpose of interpretation. Interpretation calls for a careful logical and critical examination of the results

attained after analysis, keeping in view the limitation of the sample chosen, the tools selected and used in the

study. The details of the analysis are given in Table2.

In the Table2 teachers are of the opinion that home work is an essential aspect of child learning. It is

given to evaluate child’s learning (98 percent), motivates the child to learn (100 percent), makes proper

utilization of child’s time (86 percent), makes regular study habit( 94 percent), gives child an opportunity to

practice and revise the lesson already taught in schools (82 percent), an important means to inform parentsabout their word’s progress (61 percent), develops self -confidence (82 percent), essential in subjects of

curriculum importance (83 percent) enable the child to evaluate her/his own performance (91 percent),

develops independent learning skills (75 percent), and creates learning environment in home (80 percent) etc.

respectively.

As regards to the arguments against homework, a low percentage of teachers deny that homework makes

the child tense (6 percentage), restricts natural development of the child (8 percent), does not help in the

intellectual development (20 percent), interferences with child’s freedom (6 percent), wastes the child’s

valuable time (7 percent), denies the children from participating in community activities (4 percent),

encroaches upon child’s leisure time (7 percent), places heavy burden on child to learn (11 percent),

reduce their teaching lead (4 percent), does not allow child to revise their lesson (1 percent) and hampers the

creative ability of the child (4 percent), etc. respectively.On the basis of the result, it can be concluded that most of elementary school teachers have a favorable

attitude towards giving homework and they consider that it as an important aspect of child learning. Thus the

efforts made by the Government to reduce the learning burden of the school children would be in vain.

Therefore, the effort should be made to change the attitude of teachers towards not giving home works rather

they should be encouraged to give homework.

The parents are of the views that home work is an essential aspect of child learning. It is given to evaluate

child’s learning (76 percent), motivates the child to learn (90 percent), makes proper utilization of child’s

time (90 percent), makes regular study habit (84 percent), gives child an opportunity to practice and revise

the lesson already taught in schools (70 percent), an important means to inform teachers about their word’s

progress (66 percent), develops self-confidence (80 percent), essential in subjects of curriculum importance

(72 percent), enable the child to evaluate her/his own performance (74 percent), and develops independentlearning skills (70 percent), and creates learning environment in home (60 percent), etc. respectively.

As regards to the arguments against homework, a low percentage of teachers deny that homework makes

the child tense (24 percentage), restricts natural development of the child (28 percent), does not help in the

intellectual development (24 percent), interferences with child’s freedom (14 percent), wastes the child’s

valuable time (24 percent), denies the children from participating in community activities (32 percent),

encroaches upon child’s leisure time (26 percent), places heavy burden on child to learn (14 percent),

reduce their teaching load (24 percent), does not allow child to revise their lesson (18 percent) and hampers

the creative ability of the child (14 percent), etc. respectively.

On the basis of the result, it can be concluded that most of elementary school parents have a favorable

attitude towards giving homework and they consider it as an important aspect of child learning. Thus theefforts made by the Government to reduce the learning burden of the school children would be in vain.

Therefore, the effort should be made to change the attitude of parents towards home work.

Table3. Attitude of parents towards giving homework







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Sl. No. Items Responses

Agree Indifferent Disagree Total no. of parents

1. Homework is given to evaluate childlearning.

38=76% 6=12% 6=12% 50

2. Homework motives the child to learn. 45=90% 3=6% 2=4% 50

3. Homework makes the proper

utilization of child’s time.

45=90% 4=8% 1=2% 50

4. Homework restricts the naturaldevelopment of child.

26=52% 10=20% 14=28% 50

5. Homework does not help in the

intellectual/ cognitive development of the child.

20=40% 18=36% 12=24% 50

6. Homework makes the regular studyhabit

42=84% 3=6% 5=10% 50

7. The child gets an opportunity to

practice through homework.

35=70% 6=12% 9=18% 50

8. Homework encourages the creativeability of the child.

38=76% 5=10% 7=14% 50

9. Homework develops independent

learning skills.

35=70% 9=18% 5=10% 50

10. Homework makes the child

tense/anxiety.

24=48% 14=28% 12=24% 50

11. Homework develops self-confidence

and responsibility in child.

40=80% 8=16% 2=4% 50

12. The child does not get time to play because of homework.

23=46% 8=16% 19=38% 50

13. Without homework, child is less

motivated to learn.

38=76% 7=14% 5=10% 50

14. Child completes the homework out of

fear.

39=78% 3=6% 8=16% 50

15. Homework presents the child from

bad company.

22=44% 17=34% 11=22% 50

16. Homework gives information to parents about the child’s academic progress.

33=66% 9=18% 8=16% 50

17. Homework disturbs the child’s time. 34=68% 4=16% 12=24% 5018. Homework interferes with child’s

freedom.39=78% 4=8% 7=14% 50

19. Homework denies the child from

participating in community function.

25=50% 9=18% 16=32% 50

20. Homework gives self evaluation to

child.

37=74% 8=16% 5=10% 50

21. Homework provides opportunity to

child to practice what has beenlearned in school.

39=78% 6=12% 5=10% 50

22. Homework curtails child’s freedomand leisure time.

29=58% 8=16% 13=26% 50

23. Homework is an important part of

curriculum.

36=72% 4=8% 10=20% 50

24. Homework crates learningenvironment in home.

30=60% 4=8% 16=32% 50

25. Homework put burden on child to

learn.

33=66% 10=20% 7=14% 50

26. Homework evaluates the child tomake good results.

42=84% 5=10% 3=6% 50

27. Homework establishes good

relationship between parents andteachers.

30=60% 7=14% 13=26% 50

28. Teacher gives homework to reducetheir teaching load.

24=48% 14=28% 12=24% 50

29. Homework should be given daily. 41=82% 7=14% 2=4% 5030. Homework helps the child in revising

the lesson.38=76% 3=6% 9=18% 50

4. FINDINGS OF THE STUDYThe investigator has analyzed and interpreted the data. A number of findings were observed in this study.

But only the major findings of the study are highlighted. The major findings are as follows:








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TEACHERS VIEWS ON HOME WORK: Homework provides an opportunity to explore and understand

new issues. It develops certain personality traits and fosters initiative, independent thinking and

responsibility in students. It promotes intellectual discipline and provides training in scientific method. It

contributes to students and parents understanding that the school holds high expectations of students. It

provides parents with an opportunity to share in their Childs learning. Homework provides opportunities for

broad enrichment activities to the learning of students and promoting wise and orderly use of time.

PARENTS VIEWS ON HOMEWORK: Homework allows the pupils to apply previous learning and

develops problem solving skills.

It provides additional practice, increasing the amount of time students are actively engaged in learning

and extending time on task.

Giving homework as a regular basis increases achievement and improve attitudes toward learning.

It provides time and encouragement for their children to do good work in the school. It helps the students

for understanding of concepts and verifies the tasks. It provides the pupil with practice in aspects of class

work, enable to become independent learners, encourage pupils to manage their time, foster a partnership

between home and school.

It facilitates the development of organizational skills and good work habits. It supports student’s

self-regulation skills, strategies, personnel responsibility and personal thinking.

EDUCATIONAL IMPLICATIONS: The findings of the study are relevant in the field of education in thefollowing ways.

Homework task assigned to students by school teachers that are intended to be carried out during

nonschool hours is of great value. Hence home task must be given to students.

Educators and Parents became concerned that homework give social experience, outdoor recreation, and

creative activities among students. Hence must be given to accelerate knowledge acquisition.

Homework assignment should include tasks that are varied, challenging and differentiated to meet the

needs of all pupils.

It is, in general, an important pupil activity which contributes to the educative process. It may serve to tie

the school more closely to the home. It is a demonstration of teacher expectations to both pupil and parent.

Homework is a task initiated and/or motivated in the classroom related to the objective of the course studied

which is normally completed during out of class time. It may take the form of additional practice on aexpertise, reading of material on a specified subject, in depth follow up of classroom activities, or

independent project work related to the subject.

As a result, of which both teachers and parents will create favorable attitude among students towards

homework of their children.

5. CONCLUSION AND SUGGESTION FOR FUTURE RESEARCHStudent homework creates opportunities for important interactions among schools, families, students, and

other adults who take care of children. Well designed homework helps students to learn; and offers parents

to see what students are learning. Teachers play a critical role in helping parents to become effectively

involved in student homework. The most direct positive effect of homework is to improve retention and

understanding study skill and attitude towards school, and teach the students that learning can take placeanywhere. The non-academic benefits of homework include fostering independence and responsibility in

students mind. Finally, homework improves between parents and teachers in the school process, enhancing

their appreciation of education, and allowing them to express positive attitude towards the value of school

success.

After having some experience in the field of study, the following suggestions can be made for further

research in this field. The present study was confined to 100 teachers and 50 parents. It can be extended by

increasing the size of the sample. Similar studies can be done by taking secondary and higher secondary

school teachers and parents. Similar studies can be conducted taking rural and urban teachers and parents in

government and private schools in the state.

The investigators reveled about the research work in his opinions to make broad areas in the samplestudies. Home work is the one type of assignment which will be reflected in the minds of students in

different stage of education. Whereas I affirmly suggested for the coming research scholar to be

conducted for his/her own ways of investigation in the concern areas.







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REFERENCES[1] Kushwaha, M. (2002). Attitude of parents towards homework given to the children at the primary

stage, unpublished Masters Degree. Thesis submitted to Allahabad University, Allahabad.

[2] Manjula, V. (1993): Attitude of Teacher Towards Homework Unpublished Master Degree Thesis,

S.V. University, Tirupati.

[3] Paskal, et.al. (1985). The Effect of Homework on Learning- A Quantitative. Analysis of

Educational Research.

[4] Padmaja, K. (1991). Homework and Elementary school children, Unpublished Thesis, S.V.

University, Tirupati.

[5] Rich, Dorothy, Jones and Cynthia (1974). The home-school new educational partnership: A hand

book of teacher-tested techniques and activities for parents – home involvement in children’s learning.

[6] Shalendra, et.al. (1997). “Learning Without Tears”. Children and Homework, Discovery Publishing

House, New Delhi.

[7] Scaglione, Salvatore F. (1974), Student, teacher and parents perceptions of home work assignments

at the high school level in white plains, N.Y. Ed. D. dissertation, Ball State University.

Documents

ATTITUDE OF PARENTS AND TEACHERS TOWARDS HOME WORK OF THEIR CHILDREN AT ELEMENTARY LEVEL