INTRODUCTION
Rationale
Recent reports indicate that many students find homework to be a boring and challenging obsession, at times feeling afraid of attending school (To, 2016) Some parents have complained that teachers do not assign enough homework, leading children to spend excessive time on trivial matters, while others are unhappy because their children are overwhelmed by excessive assignments, resulting in depression and suffering (Le, 2020) Studies also reveal that homework can be a major source of misunderstandings and conflicts among teachers, parents, and students (Cooper, 1991) Despite being a standard part of the school curriculum, issues related to homework remain a widely discussed topic among all educational stakeholders.
Based on my teaching experience, I believe homework plays a crucial role in students’ academic achievement and promoting autonomous learning Extensive research supports this view, with studies indicating that homework significantly enhances students' academic performance and self-regulatory skills (Cooper, 2007; Bembebutty, 2011; Dettmers et al., 2011).
A 2006 study by Yazzie-Mints surveyed over 810 students to assess their perceptions of high school assignments The findings revealed that only 7% of students considered homework to be 'Not at All' important, while a significant 68% viewed it as either 'Somewhat Important' or 'Very Important.' This indicates that the majority of students recognize the value of homework in their academic experience.
Another online survey conducted by MetLife (2007) showed that more than
A survey of 2,000 students from grades 3 to 12 revealed that 77% of students, alongside 80% of educators and parents, recognize the importance of homework in learning However, only 69% of students believe that doing homework directly helps them learn more in school Additionally, 75% of students feel they have enough time to complete their assigned homework, while nearly 69% manage to finish their homework assignments consistently.
Homework serves as a valuable opportunity for students to practice and reinforce concepts learned in the classroom When completed regularly and with effort, homework helps improve student performance and fosters a sense of responsibility and self-regulation (Trautwein, 2006) Effective homework enhances learning outcomes by encouraging consistent study habits and personal accountability.
Homework is an effective tool for reinforcing students' in-class learning and developing essential soft skills crucial for both academic success and future careers However, many high school students appear reluctant and unwilling to complete their assignments, despite educators offering incentives such as score bonuses or small rewards This persistent challenge suggests that motivation remains a significant barrier to homework completion.
Research on high school students’ perceptions of homework in Vietnam is limited, as most existing studies focus on primary education For instance, Tran Tri Dung (2016) discussed effective homework techniques for young learners, while Bao Tran (2020) highlighted the paradox of primary homework—enhancing learning and critical thinking but reducing playtime However, there is a gap in understanding how high school students perceive homework, prompting my interest in investigating their perspectives This study aims to explore “What are high-school students’ perceptions of English homework?” to address this research gap.
“What internal and external factors will influence students’ homework completion practices?” and “What homework benefits do students perceive of”.
Objectives of the study
This study aims to explore high school students' perceptions of homework, focusing on internal factors like their attitudes towards homework, the amount of time they dedicate to it, and their preferred types of assignments Additionally, it examines external influences such as teachers, parents, friends, and the environment in which students complete their homework Understanding these perceptions can provide valuable insights into students’ engagement and motivation regarding homework.
Research questions
To serve the above-mentioned objectives, the following questions will be dealt with:
1 What are high-school students’ perceptions of English homework?
2 What factors will influence students’ homework completion practices?
3 What homework benefits do students perceive of?
Methods of the study
This study involved 70 high school students from Hanoi, utilizing a descriptive survey methodology to meet its research objectives Data were collected through questionnaires and student interviews, providing both quantitative and qualitative insights The collected information was thoroughly compared, analyzed, and synthesized to ensure comprehensive and accurate findings.
Scope of the study
This study was conducted with 70 first-semester students at a Hanoi high school during the 2020-2021 academic year, providing a convenient and efficient way to collect relevant data.
Significance of the study
This study is valuable for parents, teachers, students, and school administrators seeking to understand student expectations regarding homework By exploring these insights, educators and stakeholders can develop effective policies and strategies that meet students’ needs Ultimately, this research aims to foster better collaboration among parents, teachers, and administrators to enhance the homework experience and support student success.
When the situation improves, students will be more motivated to understand the importance of completing their homework This increased motivation fosters a sense of responsibility and self-regulation, which are critical skills for academic success and future achievements Developing these skills through consistent homework completion not only enhances students' current performance but also prepares them for lifelong success.
Organization of the thesis
This study is structured into three main sections: Introduction, Development, and Conclusion The Introduction (Part A) outlines the research rationale, objectives, key questions, methodologies, scope, significance, and organization of the study, setting the foundation for understanding its purpose and scope.
Part B is the Development which is sub-divided into three chapters
Chapter 1, Literature review, discusses the theoretical background in the light of which the research matters
Chapter 2, Methodology of the research, describes the nuclear method used to investigate the research issues
Chapter 3, Data analysis, analyzes data thanks to survey’s respondents
Chapter 4, Findings and discussions, shows the results of the study and provides answers to the research questions
Part C is the Conclusion which summarizes the overall study and proposes some implications as well as suggests for other related studies.
LITERATURE REVIEW
Homework
Homework has a long and varied history, particularly throughout the twentieth century In the 1940s, homework was less favored as education shifted focus towards problem-solving, emphasizing intuition over rote memorization The launch of Sputnik by Russia in the late 1950s prompted educational institutions to worry that students might be unprepared for the technological advancements ahead, highlighting the evolving role of homework in shaping student readiness (Cooper).
The revival of homework in 2001 aimed to enable students to learn at a faster pace outside of the school day, reflecting a renewed emphasis on extra practice However, during the 1960s, many scholars argued that homework placed excessive pressure on students and questioned its overall benefits, leading to a decline in its perceived value This criticism sparked a reversal in attitudes towards homework during that period In the 1980s, perceptions shifted again, with homework being viewed as a necessary measure to combat mediocrity and improve academic standards, highlighting its role as a defense against educational decline.
Since 2001, homework has become a staple in classroom education, with its assigned amount gradually increasing over time Despite concerns in the 1990s and earlier decades that students were being given too much homework, its popularity in schools persisted (Cooper, 2001) Experts have also highlighted that homework can be a positive activity, helping to strengthen the brain’s nerves and muscles while students work at home (Cooper et al., 1998).
Throughout history, homework has consistently demonstrated its importance and significance in students' learning and future careers Its enduring role highlights the value of assigning tasks outside the classroom to reinforce knowledge and develop essential skills To gain a comprehensive understanding of its function, this article will explore various perspectives and the working definitions of homework, emphasizing its ongoing relevance in fostering academic growth.
2.1.2 View of homework and working definition
While the definition of homework does not change, there are different connotations of it
According to Cooper (1989), homework refers to tasks assigned by teachers for students to complete outside of school hours, aimed at enhancing learning He highlighted its benefits, including improved factual knowledge, better understanding of concepts, positive learning attitudes, and the development of study skills, self-discipline, and problem-solving abilities Research findings indicate that homework contributes to higher academic achievement among high school students by fostering strong study habits and encouraging learner autonomy in language learning.
Olympia et al (1994) define homework as "academic work assigned in school that is designed to extend the practice of academic skills into other environments during non-school hours." Engaging in daily homework helps children develop essential skills such as organization, categorization, and self-discipline, which are crucial for future academic and personal success.
According to Corno (1996), homework is broadly defined as schoolwork brought home, including various forms such as workbooks, worksheets, or essays tailored to different subjects Its primary purpose is to reinforce students' learning by reminding them of what they have studied and encouraging them to consolidate and organize their material in their own words Additionally, homework prepares students for larger units of study and stimulates ideas discussed in class It is also believed that certain assignments foster self-discipline and personal responsibility among students.
Research by Warton (2001) indicates that older students are more likely to adopt a self-study approach compared to younger students Specifically, second and fourth graders often complete homework to avoid trouble from parents and teachers, while sixth graders recognize that it is their personal responsibility to finish assignments independently Furthermore, they understand that in high school, no one will remind them to complete their homework, emphasizing the importance of developing autonomous study habits.
According to Xu (2004), most students see homework as a task they are obligated to do rather than something enjoyable, viewing it as a necessary job They recognize the difference between academic assignments and leisure activities, understanding that completing homework is essential before engaging in fun activities Additionally, students acknowledge the value of homework in developing beneficial study habits for their future academic success.
Most researchers agree that homework is an essential at-home task assigned before school that helps reinforce and consolidate classroom learning, positively impacting students' future academic performance Additionally, completing homework regularly fosters important soft skills such as organization, self-discipline, categorization, and personal responsibility Therefore, homework plays a vital role in enhancing students’ academic success and soft skills development, making it a valuable component of education.
Cooper’s theory: homework’s merits and demerits
Research suggests that excessive homework can negatively impact students’ academic achievement and overall well-being Bennet and Kalish (2006) along with Kohn (2006) argue that homework may hinder students’ academic progress Additionally, Parker (2014), citing Stanford research, highlights that too much homework can increase stress levels, cause physical health issues, and lead to social isolation She emphasizes that students burdened with heavy homework loads often skip activities, social interactions, and hobbies, resulting in a lack of balance in their lives.
Besides, Cooper (1989) listed some potential negatives of homework as below:
Potential effects of homework that might serve as outcomes for research
Loss of interest in academic material Physical and emotional fatigue Denial of access to leisure time and community activities Parental interference
Pressure to complete homework and perform well Confusion of instructional techniques
Cheating Copying from other students Help beyond tutoring Increased differences between high and low achievers
Research indicates that assigning homework can significantly enhance students’ academic achievement According to Vygotsky (1978), students benefit from scaffolding provided by teachers, parents, and peers, enabling them to master more advanced skills within their Zone of Proximal Development (ZPD) Well-designed homework reinforces classroom learning and supports academic growth when properly guided and supported.
The primary benefit of homework is the development of self-regulation skills According to Xu (2008), effective homework management is closely linked to successful homework completion A 2009 study identified five key subscales of homework management, including setting an appropriate work environment, managing time effectively, handling distractions, monitoring motivation, and controlling negative emotions, all of which contribute to improved academic performance.
A 2004 study in Queensland found that students who regularly completed homework tended to outperform their peers in various areas of academic achievement Additionally, Reading (2000) emphasized that well-planned homework can have three times greater impact on student learning than socioeconomic factors.
A 2005 study by the National Foundation for Educational Research revealed a strong correlation between the amount of time students dedicate to homework and their academic achievement The research also found that female students tend to spend more time on homework than their male counterparts, highlighting differences in study habits that can impact academic success.
Research indicates that female students generally have more positive attitudes towards homework compared to male students (Hong & Milgram, 1999; Harris, Nixon & Rudduck, 1993) Additionally, studies by Xu and Commo (2006) reveal that female students demonstrate greater initiative and possess stronger homework management strategies than their male counterparts These findings suggest gender differences play a significant role in students' approach to completing homework.
(2011) demonstrated that female students have better homework behavior than the male students
Studies by Voorhees (2011), Cooper, Robinson and Patall (2006) indicated positive impacts of homework on students’ achievements Mario and Pickering
(2007) also stressed that there was a positive correlation between the amount of homework completed by students and their academic achievement
In addition, homework can be used to measure students’ learning achievement, developed independent study skills, and advance classroom learning preparation (Muijs & Reynolds, 2011) In terms of non-accademic purposes, Cooper
(1994) stated that homework would reinforce self-direction, self-discipline, inquistiveness, independence and better time management
Potential effects of homework that might serve as outcomes for research
Potential positive effects Immediate achievement and learning Better retention of factual knowledge Increased understanding
Better critical thinking, concept formation, information processing Curriculum enrichment
Long-term academic benefits More learning during leisure time Improved attitude toward school
Better study habits and skills Nonacademic benefits Greater self-direction Greater self-discipline Better time organization More inquisitiveness More independent problem-solving Parental and family benefits
Greater parental appreciation of and involvement in schooling
Parental demonstrations of interest in child’s academic progress Student awareness of connection between home and school
While Cooper acknowledges some negative aspects of homework, such as increased cheating, depression, and poor study reports, these issues mainly stem from work overload When assigned in appropriate amounts, homework can enhance students' skills and potentials, serving as a powerful motivator for academic growth and future success.
Trautwein’s theory
According to Trautwein (2006), students' perceptions of homework are influenced by eight key factors, including the frequency and duration of assignments, the type of homework assigned, and the roles of parents, peers, and teachers in supporting homework practices Additionally, students’ motivations are affected by their expectations and perceived value of homework, as well as by environmental factors, concentration levels, and engagement in extracurricular activities Understanding these factors can help educators optimize homework strategies to enhance student learning and motivation.
The frequency and length of homework
Trautwein emphasizes that both the frequency and length of homework are key factors influencing student outcomes While traditionally, increased time spent on homework was seen as a sign of greater commitment and linked to better academic performance, research by Cerezo et al (2015) indicates a negative correlation, suggesting that more time does not necessarily lead to better results This highlights the importance of effective time management rather than simply increasing homework duration Additionally, shorter, more frequent assignments appear more effective than longer, less frequent tasks, as lengthy homework can diminish student motivation Overall, the quality of time spent on homework is more crucial than the quantity.
Trautwein’s theory emphasizes the importance of the purpose behind homework, categorizing it into three types: practice, preparation, and extension Practice homework helps students reinforce in-class skills, improve speed, and prepare for tests, fostering mastery and retention Preparation homework encourages students to anticipate upcoming lessons, enabling them to review and summarize key concepts, which facilitates smoother learning transitions Extension homework aims to transfer previous knowledge to new, complex tasks through higher-level thinking, often involving group or collaborative work outside of school Designed as real-world, hands-on assignments, extension homework provides students with meaningful, practical learning experiences.
Parental involvement in homework is considered both theoretically and practically significant Many researchers and educators believe that active parental engagement is a crucial factor in developing positive beliefs and attitudes, which in turn foster improved academic achievement (Bempechat).
Research on parental involvement in homework yields mixed findings; while some studies suggest its positive impact on student achievement, others remain inconclusive A 2007 study by MetLife found that completing homework with a family member is associated with improved academic performance Supporting this, Leons and Richards' survey of 401 students in grades 5-9 revealed a strong correlation between parental involvement and academic success Trautwein emphasized that parental engagement can motivate students' self-regulation and discipline in completing homework Notably, parents tend to be more involved with elementary students, dedicating more time to home tasks compared to middle schoolers, highlighting the importance of family support across different age groups.
Research by Trautwein emphasizes the crucial role of peers in homework completion, highlighting how students often consult friends about their assignments and form study groups to divide tasks for efficiency Observing friends actively working on their homework often motivates students to do the same, demonstrating that education is not just about knowledge but also heavily influenced by peer interactions According to Latino and Unite (2012), effective teaching depends on goals, content, students, and teachers, but peer-led learning significantly contributes to successful educational outcomes Peer motivation and collaborative learning foster a positive academic environment, enhancing student engagement and performance.
Teacher influence plays a crucial role in student learning, especially as states and local districts generally leave homework policies up to individual teachers With increasing pressure for students to excel on standardized tests, homework has become an essential tool for reinforcing learning and supporting academic success However, teachers must review and correct homework to ensure students understand the material, as ungraded assignments can lead students to undervalue their effort and disengage from the learning process.
According to Wilson and Rhodes (2010), only 44% of students reported that their teachers rarely returned graded homework by the next day, while 27% indicated that their teachers sometimes provided feedback within one or two days Lack of timely feedback hinders students from understanding their mistakes and identifying areas needing improvement, which can negatively impact their learning progress Efficient and prompt homework return is essential for students to receive the guidance they need to enhance their academic performance.
Trautwein confirmed that the expectancy and value components positively influence students’ assignment completion, as perceived quality encourages engagement and better understanding When students recognize the value of an assignment, they demonstrate increased interest and are more likely to perform well on future exams Additionally, Xu (2011) found a positive correlation between homework completion and students’ expectations of the assignment, indicating that students are more willing to complete tasks that meet their academic and entertainment needs.
Trautwein (2006) found that high school students demonstrate greater concentration and effort on homework when working alone, with a partner, or in groups, leading to higher assignment completion rates The study also revealed that completing homework at home encourages increased attentiveness, interest, and meticulousness compared to classwork However, distractions such as noise, household chores, and other activities can diminish students' motivation and hinder their ability to focus on homework Therefore, the homework environment plays a crucial role in influencing students’ motivation and level of attentiveness, impacting their academic success.
External influences, particularly extra-curricular activities, play a significant role in students' academic performance According to Wilson and Rhodes (2010), 36% of students reported that participating in these activities caused them to get home late and struggle to finish homework While this percentage might be understated due to students potentially misinterpreting “extra-curricular activities” as only school-sponsored events rather than also including part-time jobs, students generally believe that involving in these activities helps develop essential skills like time management and fosters meaningful relationships This suggests that extracurricular engagement is a valuable experience that can outweigh the drawbacks of reduced homework time, provided students do not use these activities as an excuse for incomplete assignments.
Previous studies
This section states an overview of previous studies about students’ perceptions of homework
Letterman (2013) investigated students' attitudes toward homework assignments and identified key factors influencing their perspectives The study surveyed 180 undergraduate students enrolled in Principles of Finance and Corporate Finance courses at Robert Morris University in Pittsburgh, Pennsylvania Results indicated that students recognize the importance of completing homework due to its intrinsic value, but they also feel that high school homework was often overwhelming, leading to negative feelings about assignment management in college Additionally, students preferred homework to be rewarded with bonus points or contribute to their overall course grade, highlighting their desire for more motivation and recognition.
Research by Onder (2015) reveals that middle-school students who dedicate more time to science homework tend to hold more positive attitudes toward their assignments Students who spend additional time reading also view homework more favorably than those who spend less time on reading Conversely, students who prefer watching TV or playing computer games tend to have less positive opinions about homework, whereas spending less time on these leisure activities correlates with a more favorable attitude toward science assignments.
A study by Khan, Ahmad, and Begum (2015) explored middle-school students' perceptions and issues in Peshawar, revealing that most students recognize the importance of connecting academic work with personal benefits The research recommends assigning homework intermittently, tailored to students' interests and incentives, to enrich their skills and foster creativity.
A study by Madhawa (2015) examined students' perceptions of homework, time spent on assignments, and their homework habits The findings revealed that most five-year-old students held positive attitudes towards homework, with attitudes varying based on school type and gender Additionally, 61% of students reported spending between one and two hours daily on school tasks, and 81.2% completed their homework independently, while others sought assistance from teachers and family members.
Plaikek and Saichofa (2018) investigated the perceptions of students, teachers, and parents toward students’ homework, finding that students viewed homework at an average level of importance, while teachers and parents perceived it more positively at a high level Their research highlights the differing attitudes toward homework among key educational stakeholders.
Homework plays a vital role in supporting students' critical and creative thinking skills, as highlighted by grades 1 and 3 Teachers, students, and parents from grades 4-6 agree that homework offers valuable opportunities for students to practice and review their lessons However, many students feel overwhelmed by the excessive amount of homework assigned daily, leading them to believe they no longer require additional work.
Most research on students’ perceptions of homework highlights its significant benefits and explores factors that motivate or demotivate students from completing it However, many existing studies primarily focus on younger and middle school students, with limited attention given to high school students—whom I consider particularly important To address this gap, I conducted extensive research online and in libraries to identify whether Vietnamese authors have encountered similar issues related to high school students' attitudes toward homework.
Several articles have addressed the topic of homework in education For instance, Tran Tri Dung (2016) emphasized the importance of assigning an appropriate amount of homework for primary students to support their learning Bao Tran (2020) highlighted the paradox of homework, noting that while it can enhance students’ learning and critical thinking, it can also encroach on their playtime and childhood However, there is a gap in research regarding high school students’ perceptions of homework, which motivated me to explore this area further.
Summary
In conclusion, it dawns on me a lot of issues revolving around homework
Research indicates that students’ perception of homework is closely linked to their academic success, as traditional studies show a positive correlation between homework completion and better grades Students often recognize that homework helps reinforce classroom learning, improve exam performance, and develop essential skills like critical thinking, self-learning, and time management They value homework that is checked and graded, seeing it as beneficial for their academic growth While younger students typically seek parental help when stuck, older students prefer independent research or internet resources to find answers However, students often feel overwhelmed and resent homework when overloaded, as it cuts into their leisure time Initially, I believed students simply avoid homework because it’s too difficult or unappealing, but I now realize there are multiple underlying reasons for homework incompletion, emphasizing the need for balanced assignment design.
Student engagement in assignments often depends on their perceived relevance to current and future goals, as students may overlook the benefits if they find the tasks irrelevant Additionally, distractions such as noise, entertainment, gaming, and social chatting can significantly impact students' focus and motivation to complete their assignments Creating an environment conducive to concentration and linking tasks to students' interests and aspirations can enhance their academic motivation and performance.
Research shows that students recognize the importance of homework for improving academic performance and developing skills like reasoning, self-learning, and time management (Cooper, 1989) However, students often feel negatively about homework due to overload and time constraints According to Trautwein (2006), students’ perceptions of homework are influenced by eight key factors: the frequency and length of assignments, quality of homework, roles of parents, peers, and teachers, expectancy and value, environment and concentration, and extracurricular activities Understanding these elements can help address both the positive and negative attitudes toward homework.
(1989) and Trautwein (2006), I will lay a basic framework to explore my students’ perceptions of homework and guide them to do it willingly because of the great merits it brings about
This chapter provides a comprehensive literature review related to the study, beginning with an overview of the history, definitions, and various perspectives on homework, with Cooper’s definition serving as the central reference It then examines the merits and demerits of homework, supported by Trautwein’s theory and its eight key sub-elements, laying the foundation for designing questionnaires and interviews to explore high-school students’ perceptions of English homework The research also investigates factors influencing students’ homework practices and the perceived benefits of homework Additionally, previous studies on students’ perceptions are briefly reviewed to identify suitable data collection methods and facilitate comparison of findings The chapter concludes by introducing the research methodology in the subsequent section.
METHODOLOGY
Research questions
This study explores high school students' perceptions of homework, providing valuable insights for teachers and school administrators to tailor task requirements to better meet students' needs The research aims to identify students' attitudes toward homework and how it impacts their learning experience Key questions addressed include students' views on homework's effectiveness, challenges faced, and suggestions for improving assignment practices Understanding these perceptions can guide educators in designing more engaging and achievable homework tasks Ultimately, the findings aim to inform strategies that enhance student motivation and academic performance through more personalized and purposeful homework assignments.
1 What are high-school students’ perceptions of English homework?
2 What factors will influence students’ homework completion practices?
3 What homework benefits do students perceive of?
Research method: Survey
In this section, the following aspects are covered: introduction, types of survey research, its design, steps carrying out a survey, sampling, pilot study, the outcome of a survey, and summary
Survey research has become increasingly prevalent across various professional fields, serving as an essential tool for collecting valuable data Nunan (1992) highlighted that surveys are widely used in social inquiry, covering areas from politics to linguistics Kasunic (2005) emphasized that surveys enable researchers to generalize the beliefs and opinions of large populations by studying a representative subset Leedy and Ormrod (2005) noted that survey research helps gather information about groups' characteristics, attitudes, opinions, and experiences Overall, survey research provides researchers with insights into participants' thoughts and attitudes, helping to identify their needs effectively.
After years of teaching, I have realized that students often feel frustrated or even hate completing homework, despite understanding its importance for learning This prompted me to conduct a survey to explore students’ perceptions of homework and identify factors that influence their tendency to skip or overlook assignments The goal is to help motivate students to complete homework willingly by highlighting the significant benefits it offers for their academic growth.
3.2.2 Types of survey research: Exploratory survey Kerlinger (1986) has identified some specific types of survey studies, including descriptive, exploratory and explanatory Descriptive survey has been described as indispensable in the early stages of studying a phenomenon (Dubin, 1978) as it develops the units that comprise theories (Malhotra and Grover, 1998) In other words, descriptive study is to focus on describing the distribution of a phenomenon in a population, thereby discovering events Explanatory research is used for seeking causal relationships among variables Exploratory survey does not have models Relationships and patterns are explored in exploratory research According to Cohen and Manion (1985), its research may not need any prior studies as they are quite flexible and can be adapted throughout the process of researching Besides, that type of research is effective in laying groundwork that will lead to future studies It is considerably time saving and acts as a determinant at earlier stage the type of research that are worth pursuing From the three types of research, I reckon that I do not need to find out any distribution of a phenomenon in a population or seek any causal relationships among variables, I just want to figure out my students’ perceptions of homework, which is the reason why exploratory research is suitable Although exploratory research does not require any model or any prior studies, I still mention previous studies to understand students’ overall perceptions of homework, and the two famous theories proposed by Cooper (1986) and Trautwein
(2006) to consolidate and strengthen my framework
3.2.3 Survey research designs: Cross-sectional design
Research design is a comprehensive plan and strategy for investigating research questions or problems, as defined by Kerlinger (1986) Its primary purpose, according to McMillan & Schumacher (2006), is to ensure the most valid and accurate answers are obtained A well-developed research design outlines the procedures for conducting the study, including details about when, from whom, and under what conditions data are collected, thereby ensuring the reliability and credibility of the research findings.
Survey design refers to the strategic use of data collection procedures that allow teachers, researchers, and educators to investigate specific constructs by asking factual (descriptive) questions to a sample of a population, with the goal of generalizing findings to the broader population (Griffee, 2012:52) The two main types of survey research designs are longitudinal and cross-sectional, each serving different research purposes and offering unique insights into the data Proper understanding of survey design is essential for effective data collection and accurate analysis in educational research.
Longitudinal studies utilize repeated measures to track individuals over extended periods, often spanning years or decades, providing valuable insights into long-term trends and outcomes These observational studies collect quantitative and qualitative data on exposures and outcomes without external influence, enhancing the validity and reliability of research findings However, longitudinal research faces challenges such as being time-consuming and costly due to the need for prolonged data collection, as well as difficulties in maintaining participant engagement over time with repeated contact.
Cross-sectional analysis is a study type that examines multiple variables at a specific point in time, providing a "snapshot" of a population but offering no insights into how these variables change over time According to Cohen and colleagues (2007), cross-sectional studies are less suitable for establishing cause-and-effect relationships but are advantageous because they require less time to implement and are useful for preliminary assessments of associations Additionally, cross-sectional designs tend to facilitate higher respondent cooperation, making them a practical choice for initial exploratory research.
This study employs a cross-sectional design because it is well-suited to the research goals Conducted during the first semesters of 2020 and 2021, it allows for immediate data analysis without waiting for longitudinal data collection The focus on exploring students’ perceptions of homework eliminates the need to establish cause-and-effect relationships, making a cross-sectional approach appropriate Additionally, the setup is straightforward and convenient because the subjects are my students, enabling easy communication and quick resolution of any issues that may arise.
3.2.4 Steps in carrying out a survey: 7 steps
Nunan (1992) suggested seven steps in carrying out a survey: define objectives, identify target population, literature review, determine sample, identify survey instruments, design survey procedures and determine reporting procedure Brown
The survey process typically involves several key steps According to (2008), these include planning the survey, developing the instrument, gathering data, analyzing the data both statistically and qualitatively, and reporting the results Conversely, Kasunic (2005) outlines a comprehensive seven-step approach: identifying research objectives, characterizing the target audience, designing the sampling plan, creating and writing the questionnaire, conducting a pilot test, distributing the questionnaire, and analyzing the results before preparing the final report The present study followed Kasunic’s methodology to incorporate the crucial step of pilot testing the questionnaire, ensuring the reliability and validity of the data collection instrument.
Table 1- Seven-stage survey research process (Kasunic, 2005:7)
This current study fully follows Kasunic's seven steps as follows:
Step 1: Identify the research objective
This study aims at exploring high school student’s perceptions of homework by seeking answers to the three following questions:
1 What are high-school students’ perceptions of English homework?
2 What factors will influence their homework completion practices?
3 What are the benefits of homework completion?
Step 2: Identify and characterize the target audience
Selecting target audience depends on the problem the investigators are trying to understand and who can provide that information to the investigators
This study focuses on students I taught during the first semester of 2020 and 2021, observing their inconsistent engagement with homework I aimed to explore their perceptions of homework, its benefits, and factors influencing their completion rates Understanding these aspects will help me adapt future assignments to better meet students' needs and encourage their willingness to complete homework voluntarily.
Step 3: Design the sampling plan
The researcher selected a convenience sampling method with a sample size of 35 participants to ensure ease of data collection The specific sampling approach and sample size are clearly detailed in the subsequent section, highlighting the methodology's transparency and appropriateness for the study.
Step 4: Design and write the questionnaire
The questionnaire was designed and written after the research objectives were defined and the target audience was identified and characterized (Kasunic, 2005: 33)
This study's questionnaire is developed based on two foundational theories: Cooper (1986) and Trautwein (2006), as discussed in the literature review The research objectives and target audience are clearly outlined in Chapter B: Development, ensuring the study's focus aligns with established theoretical frameworks and intended participants.
In order to conduct a successful pilot study, it is important to determine number of participants, location where the pilot study takes place and calculate reliability of questionnaires
More detailed descriptions of this step are presented in 2.2.6
There are 50 items for the final questionnaire The questionnaires were distributed to 70 students in classroom It took them approximately 25-30 minutes to complete it
Step 7: analyze the results and write a report
This section was presented in detail and carefully in chapter 3 and 4
3.2.5 Sampling: PURPOSIVE Nunan (1992,p.141) emphasizes that a major task for the researcher is to select a representative sample from the population as a whole because sampling is a key feature of a survey approach (Cohen et al., 2007) Bell (1987) also states that efforts should be made to secure a representative sample, even in a small-scale study Thus, the selecting a sample for the present study should be taken priority In order to ensure that the sample is representative of the population as a whole, there is a great deal of sampling strategies that help the researchers determine suitable sampling for their studies
Purposive sampling is the most suitable method for my research, as it involves intentionally selecting participants who align with the study's objectives (Nunan, 1992) In my case, I have chosen my former students from Semester 1 of the 2020-2021 academic year, as they are familiar and comfortable expressing their opinions openly This approach allows me to explore their thoughts and expectations without judgment, aiming to understand their perspectives to improve my teaching methods and better meet their needs.
Because of my sincere and effortness, the purposive sampling’s results become more valid and reliable
Determining the correct sample size is essential for reliable research outcomes An overly large sample can make surveys impractical and costly, while a small sample may limit the generalizability of the results to the broader population (Griffee, 2012, p.60) Combining insights from Brown (2001) and Parker (1992) allows researchers to estimate an appropriate sample size that balances feasibility and accuracy, ensuring meaningful and valid data collection for effective analysis.
Table 3- Three sample size estimates (Griffee, 2012,p.60)
Setting of the study
This study was conducted at a Hanoi high school where students' English proficiency ranged from A2+ to B1, reflecting their six to seven years of conventional English learning The students primarily learned English through the Grammar Translation Method, which emphasizes understanding grammatical rules and translating texts This traditional approach involved studying theoretical concepts followed by practice drills to reinforce language skills.
Students are required to learn a new Vietnamese-localized English textbook, which includes 5 comprehensive units Each unit is divided into 8 sections: Getting Started, Language (Pronunciation, Grammar, Vocabulary), Listening, Speaking, Reading, Writing, Communication and Culture, and Looking Back and Project To ensure mastery of the material, students undergo revision sessions after every three units to consolidate their learning This structured approach promotes comprehensive language development and cultural understanding.
Our teaching staff comprises 13 English teachers with diverse educational backgrounds, including one with a doctoral degree, ten holding master’s degrees, and two with bachelor’s degrees With extensive teaching experience, these educators are highly experienced and passionate about delivering inspiring and effective lessons.
The research focused on students I taught during the first semester of 2020 and 2021, who exhibited fluctuating interest levels in homework—sometimes engaging enthusiastically, other times showing indifference This variability prompted my investigation into students’ perceptions of homework, the potential benefits of assigning it, and the factors influencing their completion rates Understanding these aspects aims to help me adjust future assignments to better meet students’ needs and encourage them to complete homework willingly.
Survey research is ideal for collecting large amounts of data from diverse populations, especially when other methods are impractical (Mertler & Charles, 2008; Best & Kahn, 2003; O’Sullivan, Russell, & Berner, 2003; Rubin & Babbie, 2008) However, Cohen (2007) emphasizes that surveys can also be effectively conducted on a small scale, as demonstrated by Bimrose and Bayne’s (1995) study with only 28 participants, which yielded meaningful results In this study, a small-scale survey was conducted with 70 students to gather relevant data To gain deeper insights, in-depth interviews were also carried out with a randomly selected group of eight students.
The study categorized students' attitudes toward homework based on their scoring ranges Students with scores between 1 and 2.5 exhibited negative attitudes toward homework, indicating dissatisfaction or resistance Those scoring between 2.5 and 3.5 demonstrated an average or neutral attitude, reflecting neither strong positives nor negatives Conversely, students scoring above 3.5 showed positive feelings toward homework, suggesting a generally favorable perception The detailed analysis of these findings will be presented in Chapter 4: Findings and Discussion.
3.5 Data collection instruments: Questionnaire & Interview
According to Nunan (1992), collecting data through questionnaires, interviews, or a combination of both is an efficient and effective method for research Therefore, the study utilized questionnaires and interviews to gather valuable data, ensuring validity and saving time in the research process.
The survey comprises 50 items designed to assess students’ perceptions of homework, beginning with basic demographic questions about their name, class, and gender It inquires about the time spent on homework daily and weekly (Questions 4 and 5), and evaluates the perceived quality of homework (Question 6) Students are asked to choose their preferred methods of doing homework from at least five options (Question 7) and to rate the teacher’s role in homework from Questions 8 to 12 The survey then explores the influence of peers and parents on academic assignments at home through ten questions, followed by questions (23-27) that identify external factors affecting homework performance It also investigates students’ beliefs about the expectancy and value of homework in seven questions, as well as their most interested skills Lastly, students express their likes and dislikes related to homework in Questions 40 to 50.
Interviews were conducted with 8 students which was divided into three groups (based on the Mean (M) to collect the qualitative data and gather richer information for three research questions Mackey and Gass (2005) indicate that interviews allow researchers to investigate phenomena that were not directly observable
Most commonly, interviews was composed of three types (McDonough, 2001) They were structured interview, semi-structured interview and unstructured interview Among types of interviews, semi-structured interview was chosen to gather the data for this study because it was the richest single source of data (Gillham 2001:65) and because of its flexibility As the objective of the study is students’ perception of homework so that collecting many opinions, perceptions, attitudes and comments from the participants as possible is taken priority Thus, the use of semi-structured interviews was obligatory
Prior to the interview, a set of three open-ended questions was carefully designed to ensure consistency and gain a comprehensive understanding of students’ opinions According to Measor (1985), establishing rapport by asking participants’ names or nicknames helps them feel relaxed and confident, which was incorporated by initially asking students’ names and interests before proceeding with the main questions The interviews were conducted in both Vietnamese and English to accommodate students’ language proficiency, with using their mother tongue facilitating clearer communication and creating a relaxed environment Each interview lasted approximately [duration], ensuring a comfortable and thorough exchange.
10 minutes; therefore, the total time of the interviews was up to 90 minutes
There are two ways to record participants’ response such as note-taking and tape- recording Each type has its own strengths and weaknesses
Table 5: Strengths and weaknesses of tape-recording and note-taking
All interviews for this study were conducted in a single day within a classroom setting, utilizing tape-recording to enhance the validity and reliability of the primary data collected.
The steps of data collection could be carried out as follows:
2 Explaining the purpose and procedures of the questionnaire with the hope of obtaining honest results
3 Delivering the questionnaire to 70 subjects and asking them to truthfully complete it approximately 25-30 minutes
4 Analyzing and discussing data gathered from the questionnaire to find out the answers for abovementioned research questions
5 Interviewing and tape-recording all the interviews with those 8 students Then the tape will be played for the interviewees to add extra information if they desire
6 Presenting the collected data from the interviews, analyzing and discussing the finding
The data collection process involved six key steps to ensure accuracy and reliability Initially, a pilot study was conducted with students to identify any confusion or difficulties with the questionnaire, which was found to be appropriate for the topic After explaining the purpose and procedure to encourage honest responses, the questionnaire was distributed to 70 participants, who completed it within approximately 25 to 30 minutes The collected data were then analyzed to address three specific research questions Additionally, eight students were randomly selected for tape-recorded interviews (see 2.4) to enhance data validity and reliability Finally, the findings from both the questionnaire and interviews were thoroughly analyzed and discussed to draw comprehensive conclusions.
A questionnaire and interviews were conducted to investigate three key research questions Quantitative data from the questionnaire were analyzed using SPSS Statistics, with mean scores and standard deviations calculated to identify patterns Complementary interviews were conducted to validate the questionnaire results and gain deeper insights into students’ perceptions of homework, providing qualitative support for the study’s findings.
This research utilized a survey-based design, collecting data through questionnaires and student interviews The data were systematically analyzed and synthesized using both qualitative and quantitative methods to ensure comprehensive insights aligned with the study's objectives.
Data collection instruments: Questionnaire & Interview
According to Nunan (1992), collecting data through questionnaires, interviews, or a combination of both is an effective and efficient method for research Therefore, this study utilized questionnaires and interviews to gather relevant data, ensuring accuracy and time efficiency in achieving its research objectives.
This survey comprises 50 items designed to assess students’ perceptions of homework, beginning with basic demographic questions on name, class, and gender It explores students' time investment in homework, asking about daily and weekly durations, and evaluates their perceptions of homework quality Students choose their preferred methods of completing homework from multiple options and rate the role of teachers during homework activities The survey examines the influence of peers and parents on students’ academic assignments at home through targeted questions External factors affecting homework performance are identified through subsequent items It also assesses students’ beliefs about the expectancy and value of homework, as well as their skills of interest, preferences, and aversions related to homework tasks, providing comprehensive insights into their attitudes and experiences.
Interviews were conducted with eight students, divided into three groups based on their mean scores to gather qualitative data This approach provided in-depth insights aligned with three key research questions According to Mackey and Gass (2005), interviews enable researchers to explore phenomena that are not directly observable, enriching the understanding of the study's context.
Interviews are generally categorized into three types: structured, semi-structured, and unstructured (McDonough, 2001) For this study, a semi-structured interview was selected because it provides rich, detailed data and offers greater flexibility (Gillham, 2001:65) Since the research aims to explore students’ perceptions of homework, gathering diverse opinions, attitudes, and comments from participants was essential, making semi-structured interviews the most appropriate choice.
Prior to the interview, a carefully crafted set of three open-ended questions was prepared to ensure consistency and gain a comprehensive understanding of students’ opinions To establish rapport, interviewers first asked students’ names or nicknames, which helped participants feel relaxed and confident during the response process The initial question focused on students’ names and interests, followed by the three prepared questions (see Chapter 4: Findings and Discussion) The interviews were conducted in both Vietnamese and English, with the majority of students feeling more comfortable using their mother tongue, which minimized misunderstandings and created a relaxed atmosphere Each interview lasted approximately [insert duration], facilitating open and meaningful communication.
10 minutes; therefore, the total time of the interviews was up to 90 minutes
There are two ways to record participants’ response such as note-taking and tape- recording Each type has its own strengths and weaknesses
Table 5: Strengths and weaknesses of tape-recording and note-taking
This study's interviews were conducted entirely in a single day within a classroom setting, ensuring consistency and efficiency in data collection To enhance the validity and reliability of the primary data, tape-recording was utilized during the interviews.
Data collection procedure
The steps of data collection could be carried out as follows:
2 Explaining the purpose and procedures of the questionnaire with the hope of obtaining honest results
3 Delivering the questionnaire to 70 subjects and asking them to truthfully complete it approximately 25-30 minutes
4 Analyzing and discussing data gathered from the questionnaire to find out the answers for abovementioned research questions
5 Interviewing and tape-recording all the interviews with those 8 students Then the tape will be played for the interviewees to add extra information if they desire
6 Presenting the collected data from the interviews, analyzing and discussing the finding
The data collection process involved six key steps First, a pilot study was conducted with students to identify any confusing questions, and all participants found the questionnaire relevant to the topic Next, I explained the purpose and procedure to encourage honest responses before distributing the questionnaire to 70 subjects, who completed it in approximately 25 to 30 minutes The collected data was then analyzed to address the three research questions Following this, eight students were randomly selected for tape-recorded interviews to ensure data validity and reliability Finally, the findings from the questionnaire and interviews were analyzed and discussed to provide comprehensive insights into the research topic.
Data analytical framework
This study utilized a questionnaire and interviews to explore three key research questions Quantitative data from the questionnaire were analyzed using SPSS, with mean scores and standard deviations calculated to provide insights into students' perceptions Additionally, interviews were conducted to corroborate the questionnaire findings and gather deeper understanding of the underlying reasons behind students’ attitudes toward homework.
Data analysis procedure
This study employed a survey design to align with the research objectives, collecting data through questionnaires and student interviews The gathered data were thoroughly compared, contrasted, and analyzed using both qualitative and quantitative methods to ensure comprehensive insights.
Using SPSS 20.0, I analyzed the interview transcript data to ensure accurate insights The collected data was thoroughly discussed, analyzed, and interpreted to provide a comprehensive understanding of the research issue, facilitating data-driven conclusions.
Summary
This chapter presents the research methodology for investigating students’ perceptions of homework, beginning with the research questions guiding the study It outlines the survey research design, describes the study setting, and details the participants involved The rationale for selecting two data collection instruments is explained to ensure comprehensive data gathering Additionally, the chapter covers the data collection procedures, analytical framework, and the steps involved in data analysis The chapter concludes with a thorough report of the data analysis process and findings.
FINDINGS AND DISCUSSION
Introduction
This chapter provides comprehensive answers to the initial research questions outlined at the beginning of the thesis The insights are derived from an in-depth analysis of questionnaires and interviews, combined with learners' scores and their use of learning strategies The discussion highlights key findings from these data sources, offering a clear understanding of the research outcomes.
Findings
This findings section aims to address three key questions: students’ perceptions of English homework, the factors influencing their homework completion practices, and the perceived benefits of homework The questionnaire, comprising 50 items, was developed based on two well-established theories supported by Cooper (1986) and Trautwein (2006), as well as findings from recent studies To gain deeper insights, the survey concludes with interviews of eight randomly selected students, providing detailed opinions on homework’s impact on academic performance and skill development Overall, this section offers a comprehensive understanding of high school students’ attitudes toward homework through quantitative data analysis and qualitative interviews.
Table 2: Students’ day(s) spent on homework per week
Approximately 60% of respondents reported spending more than four days on homework, indicating a strong student commitment to completing both in-class and out-of-class assignments Additionally, 24% of students dedicated three to four days, while 15% allocated two days to their studies These findings demonstrate that the majority of students prioritize their academic responsibilities and consistently focus on their assignments.
Table 3: Students’ hour(s) spent on homework per week
Most high school students spend between 1 to 3 hours completing their homework daily, according to Table 3 There is a smaller percentage of students who spend less than 1 hour or more than 3 hours on homework each day, indicating that the majority fall within the 1-3 hour range This suggests that the typical time dedicated to homework among high school attendees is predominantly between 1 and 3 hours.
Table 4: Students’ quality of homework (student can choose more than one option)
It can be seen clearly that there was a positive trend in students’ selection of
Most students reported practicing the knowledge learned in class, highlighting the importance of applying theoretical concepts A similar trend was observed among those who prepared new lessons, indicating active engagement in applying their learning Additionally, a significant number of students completed extended assignments that integrated classroom knowledge with advanced add-ons, enhancing their understanding Only a small percentage selected the "Other" option, suggesting that most participants preferred structured, application-based learning activities.
Table 5: Students’ favorable style of doing homework (Students can choose more than one option)
Table 5 indicates that most participants prefer to seek help from external sources such as books and social media when completing homework Their next preferred methods are working individually, collaborating with peers, and seeking assistance from teachers or tutors Only three students received help from miscellaneous sources, and just one student was supported by a parent These findings highlight students' reliance on diverse resources and peer or instructor support for homework assistance.
Table 6: Students’ rate about roles of teachers when they do homework
Students’ rate about roles of teacher when they do homework M SD
8 How much of your homework is discussed in the class 2.86 1.08
9 How much of your assigned homework is checked by teachers? 3.73 1.09
10 How much of your assigned homework is corrected by teachers? 3.49 0.84
11 How much of your assigned homework is graded by teachers? 2.97 1.08
12 How much does your homework have comments from teachers to guide how you can improve your assigned task? 3.11 1.09
Table 8 indicates that the majority of students agree that their homework is regularly checked and corrected by their teachers, with mean scores of 3.73 and 3.49 respectively Over half of the students reported receiving teacher comments on their homework to help improve their assignments, highlighting the supportive role of teachers in student learning Additionally, nearly 50% of students stated that their homework was discussed and graded by their teachers, with mean scores of 2.86 and 2.97, emphasizing the importance of teacher feedback in the learning process.
Table 7: Students’ rate about roles of peers when they do homework
Students’ rate about roles of peers when they do homework M SD
13 I love doing homework with my friends 3.0 1.03
14 I will do homework if I see my friends to do it 3.4 1.01
15 I do not want to left behind by my friends 3.3 0.90
16 I ask my friends a lot about how to do homework 3.0 1.10
17 Homework makes us become closer 3.2 1.06
Table 10 highlights the significant influence of peers on students' homework completion, with most students indicating they are motivated by their friends Specifically, students are more likely to do homework when they see their friends doing it (M=3.4; SD=1.01) and fear falling behind academically (M=3.3; SD=0.09) Overall, the data suggests that peer influence is a key motivator for students, as all mean scores related to peer impact are above 3.0, indicating a positive correlation between friends’ actions and students’ homework efforts.
Table 8: Students’ rate about roles of parents when they do homework
Students’ rate about roles of parents when they do homework M SD
18 I love doing homework with my parents 2.0 0.93
19 My parents often check my homework 2.7 0.86
20 My parents often ask me to do homework 3.3 0.97
21 I do homework so that I can get something from my parents in turn 2.9 1.10
22 Doing homework will make my parents happy 3.2 1.06
Unlike the previous table, few students enjoy doing homework with their parents, with an average score of 2.0, indicating low enjoyment levels Conversely, many students report being compelled by their parents to complete academic tasks at home, with a higher average score of 3.3, reflecting that parental pressure is common Additionally, a significant number of students believe that "doing homework will make my parents happy," with an average rating of 3.2, highlighting the influence of parental expectations on students' homework experiences.
Table 9: External factors having influence on students’ performance when they are doing homework
External factors havc influence on students’ performance when they are doing homework
23 I find a quite area to do homework 3.31 1.08
24 I turn off TV/music while I am doing homework 2.9 1.22
25 I get a chat/call from friends or parents while I am doing homework 2.44 1.03
26 I play around with other things (e.g surf web, play game, ) while I am doing my homework 2.29 0.9
27 I text with my peers when I am doing my homework 2.64 1.04
More than a half of students surveyed sometime found a quite area to do homework (M=3.31, SD=1.08) On the other hand, less than 50 percent of students sometimes
To improve focus while doing homework, students are encouraged to turn off the TV and music Avoiding distractions such as texting or chatting with peers during study time can enhance concentration It is also common for students to receive calls or messages from friends and parents, which can interrupt their homework Additionally, many students tend to play with other things, such as surfing the web or playing games, while trying to complete their assignments Eliminating these distractions promotes more effective and focused studying.
Table 10: Students’ expectancy and value component of doing homework
Students’ expectancy and value component of doing homework M SD
28 Doing homework helps me understand what is taught in class 3.77 1.08
29 Doing homework gives me opportunities to practice skills 3.74 0.91 learnt in class 1
30 Doing homework helps me develop a sense of responsibility 3.5 0.96
31 Doing homework helps me learn study skills 3.69 0.97
32 Doing homework helps me a good grade 3.7 1.10
33 Doing homework helps me get teacher approval 3.67 0.97
34 Doing homework helps me get parental approval 3.59 1.04
35 Doing in-class homework gives me opportunities to learn something from classmate 3.6 0.95
Approximately 75% of students agree that doing homework significantly impacts their learning, enhancing skills such as practicing what is learned in class, developing study strategies, and fostering responsibility Key benefits include improving understanding of classroom lessons (mean=3.77, SD=1.08), achieving good grades, learning from peers, and gaining approval from teachers and parents Overall, homework is perceived as an essential tool for academic success and skill development.
Table 11: students’ rate about their skill’s preference (based on four basic skills) students’ rate about their skill’s preference
(based on four basic skills)
36 I love homework that gives me a chance to practice listening 3.19 1.10
37 I love homework that gives me a chance to practice speaking 3.27 1.14
38 I love homework that gives me a chance to practice reading 3.53 1.07
39 I love homework that gives me a chance to practice writing 3.44 1.07
According to Table 11, students show a clear preference for reading activities, with the highest mean score of 3.53 (SD=1.07), indicating their strong interest in reading Writing ranks second in popularity, with a mean of 3.44 (SD=1.07), highlighting its continued importance in language learning In contrast, speaking and listening activities are less favored, with approximately 40% and 43% of respondents respectively engaging in these skills, reflecting varying levels of student interest in different language skills.
Table 12: Other factors during the process of doing homework
Other factors during the process of doing homework M SD
40 I will complete homework more often if I have a chance to choose which assignment I would go for 3.37 1.02
41 I will complete homework more often on condition that it is project-based 3.0 0.99
42 I will complete homework more often on condition that it involves many grammatical exercises 3.2 0.98
43 I will complete homework more often on condition that it involves many lexical exercises 3.1 0.89
44 I will complete homework more often on condition that it involves many phonological exercises 3.0 0.92
45 I don't complete homework because the instructions are unclear 2.64 0.87
46 I don't complete homework because there are overwhelming numbers of questions 3.01 0.8
47 I don't complete homework because I don't understand what the question is asking 2.97 0.94
48 I don't complete homework because I find new vocabulary difficult to understand 2.74 0.93
49 I don't complete homework that requires me to practice writing using grammatical structures/ lexical items learnt in class 2.47 0.8
50 I don't complete homework that asks me to make a video/record applying a specific grammatical structure or new lexical items 3.19 1.10 While the factors known as the chance to select type of homework and the chance to do project-based assignment were preferred by more than a half of participants, other factors such as unclear instruction (M=2.64, SD=0.87), challenging grammatical structures and lexical items (M=2.47, SD=0.8) rarely affect students’ homework’s completion
However, there is a half number of students will do exercise if it involves
“grammatical exercise”, “lexical exercise”, and “phonological exercise” (M=3.2, SD=0.98; M=3.1, SD=0.89; M=3.0; SD=0.92 respectively)
Approximately 50% of students reported that they sometimes do not complete their homework due to an overwhelming number of questions (M=3.01, SD=0.8) or unclear instructions (M=2.97, SD=0.94) Additionally, challenges related to homework submission methods, such as video and tap recordings, were noted (M=3.19, SD=1.10) These factors contribute to students' difficulties in completing assignments effectively.
The analytical questionnaire revealed that most students recognize the importance of homework for improving academic performance and developing soft skills (see table 12) Higher-achieving students tend to view homework more positively, whereas some students hold negative attitudes and only complete assignments when compelled to do so for exam success Interestingly, efforts to complete assigned tasks did not always lead to favorable outcomes To better understand this, students were randomly selected from three groups based on their average scores: those with scores below 2.5 displaying negative feelings toward homework, those with scores between 2.5 and 3.5 showing a neutral attitude, and those above 3.5 demonstrating a positive attitude These students participated in one-on-one semi-structured interviews to explore their perceptions and underlying reasons.
Followings were the specific steps for conducting the semi-structured interview:
1 Arranging time to meet 8 students to make an appointment for the interview (date, time and place)
2 Stating the purposes of the interview to the interviewees
3 Interviewing the students with the prepared questions The recorder was used during the interview
4 Analyzing data obtained from the interview
As a teacher, I notice that students feel comfortable sharing their feelings and opinions in a friendly environment To establish rapport and create a relaxed interview atmosphere, I began by asking simple questions such as, "What is your name?" and "Do you like learning English?" These open-ended questions help build trust and encourage students to express themselves more openly.
Discusion
This study revealed that most high school students hold positive perceptions of homework, viewing it as essential for academic success and skill development Despite occasionally expressing frustration due to workload and complexity, students recognize the importance of homework in improving their academic performance These findings support Tho Cooper’s theory that homework plays a crucial role in reinforcing learning and developing necessary skills for students.
In 1989, research highlighted the significant benefits of homework, demonstrating that regular assignments improved students' academic performance and helped develop essential study habits Students reported gaining responsibility, self-regulation, and time-management skills through consistent homework routines Additionally, studies showed no observable differences in students’ attitudes toward homework, including how much time they spent, their preferred methods, or their perceptions of homework's effectiveness, aligning with Trautwein’s identified factors that influence homework success.
Research indicates that homework should neither be too easy nor too demanding, as students feel demotivated when it doesn't match their level Most students believe that dedicating around two hours per day to homework is reasonable; beyond that, it becomes stressful and frustrating According to Trautwein (2006) and Vatterott (2010), effective homework incorporates practice of in-class knowledge, preparation for new lessons, and extended assignments related to learned content, with some students also suggesting activities like making videos, role-playing, online tasks, or purely exercises without theory to enhance engagement Overall, well-designed homework should consider level, variety, authenticity, and enjoyment to motivate students, aligning with Vatterott’s idea that “one size doesn’t fit all.” Additionally, environmental factors such as parental involvement, peers, and other influences should be considered to support students in completing their homework effectively.
4.3.2 Research question 2: What factors will influence students homework completion practices?
There are some factors that have influences students’ perceptions of homework completion
Students typically spend more than four days a week and two to three hours each night on homework; however, research suggests that limiting homework time to less than two hours per night is more reasonable Studies indicate that the quality of study time is more important than simply increasing duration, as spending excessive time on homework can negatively impact academic achievement (Cerezo et al., 2015) Therefore, effective time management and focused study are crucial for optimizing homework outcomes, rather than merely extending the amount of time spent.
In terms of students’ rate about the quality of homework, there are some types which are proposed by Trautwein (2009) and Power, Karustis & Habboushe
According to 2001, students prefer to engage in activities such as practicing knowledge learned in class, preparing new lessons, and completing extended assignments related to their coursework with additional advanced elements These types of homework, as highlighted in Table 4, effectively promote student engagement and foster meaningful learning, contributing to improved academic outcomes (Lyn, 2015).
In-class practice activities are essential for enhancing speed, demonstrating mastery, reviewing work, preparing for tests, and reinforcing specific skills over time (Rosario et al., 2015) Preparing new lessons encourages students to think about upcoming topics in advance, fostering their ability to review and summarize key ideas, which facilitates continuous learning (Rosario et al., 2015) Extended assignments that build on classroom knowledge and introduce advanced elements promote the application of skills to real-life situations, enriching students' learning experiences Additionally, incorporating creative and engaging tasks such as making videos, internet-based projects, or role plays tailored to students’ interests can further enhance learning Teachers should consider diverse at-home assignments suggested by students to meet their individual learning needs and promote active engagement.
Based on the survey, students' preferred styles of homework vary, with many relying on sources such as books and social media for support, highlighting social media's significant role due to its speed and convenience Some students prefer working alone or with peers, and an unexpected response noted that homework should be done casually for fun Students often find at-home assignments challenging when they cannot ask teachers or get help from peers or parents, making social media a vital resource Teachers should design original questions instead of copying from the internet to prevent cheating and plagiarism Additionally, homework should be varied and tailored to students’ proficiency levels; highly motivated students with advanced English skills prefer more challenging tasks that incorporate cumulative knowledge and increased difficulty Students with average English skills favor moderately flexible assignments like pen-to-paper tasks and active activities, while lower-level students prefer close-ended questions such as vocabulary exercises and gap fills, supporting SEO through relevant keywords like "student homework preferences," "social media support in learning," and "differentiated homework."
Teacher roles significantly influence students’ homework engagement, with most students acknowledging that their homework is thoroughly checked and corrected in class Additionally, about half of the students reported receiving grading and constructive comments from teachers to guide improvement, which are essential activities for enhancing learning (Sallee & Rigler, 2008) Research by Xu (2011) highlights that teacher feedback has a positive effect on homework completion, as timely responses help students understand whether they have grasped the material Without proper feedback, students may feel their efforts are undervalued, leading to reduced motivation and effort on future assignments Therefore, providing prompt and meaningful feedback is crucial for encouraging student motivation and reinforcing the importance of homework.
Next, roles of peers should not be overlooked when students do homework
Students often cite peer influence as a key factor in completing homework, with many stating they are motivated to do assignments if their friends are doing the same or fear being left behind Collaborating with peers on homework not only encourages academic effort but also helps strengthen friendships According to Latino and Unite (2012), peer associations have a significant positive impact on educational outcomes Research suggests that while the most effective teaching methods depend on individual goals, content, and teachers, peer teaching is considered highly effective, with students learning best when they teach and learn from each other Therefore, assigning group work or collaborative assignments can promote peer learning, enhance student engagement, and improve educational results.
Parents play a significant role in influencing students’ homework completion, with their involvement closely linked to academic achievement While younger students tend to be more motivated by parental engagement and derive satisfaction from making their parents happy through homework, high school students tend to avoid involving their parents despite still completing assignments under their supervision External distractions, such as phone calls from friends and playing around, negatively impact students’ homework performance To minimize these distractions, students prefer to find quiet places to work Additionally, giving students the freedom to choose their preferred types of homework increases their motivation and engagement (see Table 9).
Common factors that discourage students from completing homework include confusion over question clarity, feeling overwhelmed by an excessive number of assignments, and frustration with tasks that require creating videos or recordings applying specific grammatical structures or new vocabulary To address these issues, teachers should ensure homework questions are clear, assign a reasonable amount of work, and offer flexible formats for assignments to enhance student engagement and compliance.
4.3.3 Research question 3: What homework benefits do students perceive of?
Most students highly value homework as a fundamental factor in their academic success They recognize that homework significantly enhances reading skills, making it the most impactful aspect of their assignments Additionally, homework contributes to improvements in writing, speaking, and listening abilities, highlighting its comprehensive benefits for student learning and academic performance.
According to Brown (1997), reading enhances vocabulary and overall language skills He noted that many successful businessmen, world leaders, and intellectuals are avid readers, which may explain why students value reading more than other skills Additionally, students recognize that homework improves understanding of classroom instruction and provides opportunities to practice learned skills.
Developing a sense of responsibility, learning effective study skills, achieving good grades, and improving time management are essential skills reinforced through homework, aligning with Cooper’s (1989) and Trautwein’s (2006) theories Research indicates that homework fosters self-direction, self-discipline, inquisitiveness, independence, and better time management—skills that are critical for academic success and are emphasized in studies on homework practices and achievement, such as Zimmerman’s (2005) work on perceived responsibility Ultimately, students recognize the significance of homework not only for enhancing academic knowledge but also for developing vital life skills essential for their overall growth.
Other findings
Unlike previous studies that primarily emphasize the significance of homework for students' academic performance and explore factors affecting homework completion, my research offers new insights and specific discoveries that contribute to a deeper understanding of this topic.
Preliminary expectations suggested that students with positive attitudes toward homework are more likely to achieve favorable results, yet less than 5 percent of students with no motivation to complete assignments were actually high achievers An interview with eight students from three groups—classified by mean (M) and standard deviation (SD)—revealed a diverse distribution, with the majority falling into the middle-level English proficiency group, while only a small number were at low and high levels This indicates the need for varied homework types tailored to different student groups, such as close-ended questions like gap filling or multiple choice for lower-level students, and more engaging tasks like video creation or role play for middle-level students High-level students tend to prefer challenging and intriguing assignments that stimulate their advanced skills.