Homework: Its Contribution to Students' Achievement and Teachers' Classroom Practice
Abstract
Homework, the ever-unchallenged instructional activity in
Ethiopian school systems, is an issue of argument in educational
literature. The debate revolves on its effect on learning. The range
varies from 'damn homework' to 'increase homework's amount.' This
article examines its contribution to students' achievement. Teachers'
homework related classroom practice data were collected through
testing (for comparing homework and no homework group students
achievement in English and mathematics), questionnaire and
observation. A two - way ANOVA indicated that homework group
students outscore no-homework group students in both mathematics
and English. T-test results showed that high achievers benefit more
from homework. Teachers' classroom practice and conception of
homework related issues not only fall far astray from suggested
principles, but also seem to bear undesirable impact on students'
attitude toward homework and learning.
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