Evaluating teacher and student perspectives on homework

Abstract

This study explores primary school teachers’ and students’ perspectives on the practice of assigning homework, with a focus on perceptions of effectiveness, workload, and emotional impact. Despite its widespread use, homework remains a contested aspect of educational practice, and a gap exists in understanding how it is perceived by both educators and learners at the primary level. Addressing this gap, the study adopted a qualitative research design and involved 11 classroom teachers and 11 fifth-grade students. Data were collected through face-to-face interviews using semi-structured questions developed by the researcher, and analyzed using content analysis. Findings indicate that while most teachers supported assigning individual homework, they generally opposed group assignments, viewing them as impractical. In contrast, students expressed a preference for tasks that involved experiential learning and minimal writing. They were less supportive of individual assignments, especially those requiring extensive literacy. Teachers suggested that homework should take no more than one hour daily, whereas students favored a shorter duration of approximately twenty minutes. Students also reported predominantly negative emotions associated with homework. These findings highlight the need for reconsidering homework practices to better align with student needs and emotional well-being.

Keywords: Emotional response; experiential learning; homework; primary education; student perspective