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Doing homework: perspectives of elementary and junior high school students
Journal of Learning Disabilities
|October 1, 1994
Summary
Students in special education programs report more negative homework experiences. Understanding assignments and feedback are crucial for these students, especially during the transition to junior high.
Area of Science:
- Educational Psychology
- Special Education
Background:
- Homework is a common educational practice across grade levels.
- Students with special needs may face unique challenges with homework.
Purpose of the Study:
- To survey homework experiences of elementary and junior high students.
- To compare experiences across regular, resource, and special education classrooms.
Main Methods:
- Administered a survey to 1,527 students (regular, resource, special education).
- Analyzed data for main effects of Group, Grade, and their interactions.
Main Results:
- Significant differences found in homework amount, type, time, school opportunities, parental assistance, beliefs, and feelings.
- Students in resource programs reported more negative feelings and opinions about homework.
- Interactions between group and grade were significant for several homework-related factors.
Conclusions:
- Student understanding of assignments, assignment nature, and feedback are critical for special education students.
- Changes in homework and grading policies may hinder the elementary to junior high transition for students with special needs.