An Examination of Latino Students' Homework Routines

Abstract

Homework appears to be positively associated with better student outcomes. Although some researchers have explored the connection between time spent on homework and minority student achievement, few have examined the homework routines of Latino youth. Interviews with Latino high school students show that they have some difficulty completing daily homework assignments. Some of the reasons for not completing homework assignments include lack of motivation, problems with time management, and feeling overwhelmed with the amount of homework assigned. The problem of not completing homework assignments is exacerbated by the fact that few Latino students can turn to their parents for help.

Reciprocal Effects Among Parental Homework Support, Effort, and Achievement? An Empirical Investigation

“…In other words, as working on math assignments in particular is viewed as a considerable challenge for many students (e.g., math anxiety; Else-Quest et al, 2008 ), it makes sense that students need content-oriented support (i.e., more than autonomy-oriented support) to enable them to exhibit more effort in completing math assignments in the face of various obstacles and difficulties (e.g., when they get stuck with math homework). This is further consistent with qualitative findings from US secondary students that content-oriented support (e.g., content-related parental assistance concerning algebra and geometry) had a positive effect on students’ effort to complete their homework ( Martinez, 2011 ).…”

İlkokul-Ortaokul Öğrencileri ve Velilerin Ev Ödevlerine Yönelik Görüşleri

“…Yapılan çalışmalar ev ödevlerinin, öğrencilerin çoğu tarafından oldukça sıkıcı ve anlamsız bir etkinlik olarak algılandığı, buna bağlı olarak ev ödevlerinin çocukların akademik ilgilerini zayıflattığı, etkili çalışma alışkanlığını olumsuz etkilediği, okula yönelik olumsuz tutum geliştirmeye neden olduğu, ödevleri bir an önce bitirmek için öğrencileri uygun olmayan (kopya çekme ve ödevi başkasına yaptırma v.b.) davranışlara yönelttiği ve akademik stres düzeyini yükselttiği gibi olumsuz etkilerinin olduğunu göstermektedir (Bempechat, 2004;Cooper, Robinson ve Patall, 2006;Cooper ve Valentine, 2001;Katz, Buzukashvily ve Feingold, 2012;Martinez, 2011;Rudman, 2014;Waton, 2001). Diğer taraftan, araştırmalar, öğrencilerin ilgi, merak ve ihtiyaçlarını dikkate alarak nitel ve nicel olarak iyi hazırlanmış ve öğrencilerin içsel motivasyon kaynaklarını destekleyen ev ödevlerinin; öz-düzenleme becerisini, akademik öz-yeterlik inançlarını, öğrenmeye karşı sorumluluk duygusunu, üst düzey düşünme becerilerini, etkili öğrenme stratejileri geliştirmeyi ve bağımsız çalışma alışkanlığını olumlu yönde etkilediğini göstermektedir (Bembenutty, 2011, Cooper, Robinson ve Patall, 2006Cooper ve Valentine, 2001;Coutts, 2004;Katz, Kaplan ve Buzukashvily, 2011;Özcan ve Erktin, 2015;Warton, 2001).…”

Students' Achievement and Homework Assignment Strategies

“…This new data has clear implications for educational action and school homework policies, especially in compulsory education. If quality compulsory education is that which offers the best results for the largest number (Barber and Mourshed, 2007 ; Mourshed et al, 2010 ), then assigning an excessive volume of homework at those school levels could accentuate differences, affecting students who are slower, have more gaps in their knowledge, or are less privileged, and can make them feel overwhelmed by the amount of homework assigned to them (Martinez, 2011 ; OECD, 2014b ; Suárez et al, 2016 ). The data show that in a school with 60 min of assigned homework, a quick student will need just 4 h a week to finish their homework, whereas a slow student will spend 10 h a week, 2.5 times longer, with the additional aggravation of scoring one twentieth of a standard deviation below their quicker classmates.…”