Homework : tedious tradition or enterprising learning endeavour

Nyback, Monique (2020-03)

Thesis (MEdPsych)--Stellenbosch University, 2020.

Thesis

ENGLISH ABSTRACT : During the last decade there has been increasing interest in and debate about the topic of homework and the many challenges associated with this traditional educational practice. The focus of this research is to explore the relevance of homework to the learning process of high school learners in the 21st century. The concept of learning in the 21st century also comes under scrutiny as does the kind of homework required to foster a love of learning among adolescents in today’s world. The interpretivist paradigm was used in this study, the defining assumptions of which are that individuals construct their social world by means of their subjective experiences. Hence, it is the subjective knowledge and experience of homework by the participants that constitute the basis of this research and the findings. The study was conducted as a qualitative study with a multiple phenomenological case study research design. Data collection was performed by means of semi-structured interviews and the data was analysed thematically. Findings of this study indicated that whilst homework was still regarded to be a relevant educational practice, the current practice was in dire need of review, particularly with regard to the nature of homework assignments given to learners and the need for 21st century skills to be fostered in this process. Parent and learner stress were found to be significant factors in causing personal physical and emotional ill health in addition to the disruption of family life. Recommendations for homework reform included more time for students to complete homework tasks with the benefit of teacher facilitation, increased collaboration amongst subject teachers when assigning homework tasks and mindfulness on the part of teachers when designing homework.

AFRIKAANSE OPSOMMING : Die afgelope dekade was daar toenemende belangstelling in en debatvoering oor die onderwerp van huiswerk en die vele uitdagings verbonde aan hierdie tradisionele onderwyspraktyk. Die fokus van hierdie navorsing is om die relevansie van huiswerk vir die leerproses van hoërskoolleerders in die 21ste eeu te verleen. Die konsep van leer in die 21ste eeu word ook onder die loep geneem, asook die soort huiswerk wat benodig word om ’n liefde vir leer by jongmense in die hedendaagse wêreld te bevorder. Die interpretivistiese paradigma is in hierdie studie gebruik, waarvan die aannames is dat individue hul sosiale wêreld konstrueer deur middel van hul subjektiewe ervarings. Gevolglik is dit die subjektiewe kennis en ervaring van huiswerk deur die deelnemers wat die basis van hierdie navorsing en die bevindings daarvan vorm. Die studie is uitgevoer as ’n kwalitatiewe studie met ’n meervoudige fenomenologiese gevallestudie-navorsingsontwerp. Data-insameling is gedoen deur middel van semigestruktureerde onderhoude en die data is tematies geanaliseer. Uit hierdie studie is bevind dat huiswerk nogsteeds as ’n toepaslike opvoedkundige praktyk beskou word, maar die huidige praktyk moet indringend hersien word, veral met betrekking tot die aard van huiswerkopdragte wat aan leerders gegee word, en die behoefte aan 21ste eeuse vaardighede wat in die proses gekweek word. Daar is bevind dat ouer- en leerderstres ’n beduidende faktor is in die oorsaak van liggaamlike en emosionele ongesteldhede, benewens die ontwrigting van die gesinslewe. Aanbevelings vir die hervorming van huiswerk het meer tyd ingesluit vir leerders om huiswerktake af te handel met die voordeel van onderwyserfasilitering, verhoogde samewerking tussen vakonderwysers by die toekenning van huiswerktake en ’n bewustheid aan die kant van onderwysers wanneer dit by die beplanning van huiswerk kom.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/107886
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