A study on students’ perspectives on homework and its role in their learining at Chines school

Abstract

Aim: The general objective of my proposed study is to explore how the students in Chinese School understand the meaning of homework and how they complete it after school. The major objective of this study is to examine the students perspectives on homework to gain a better understanding what is the role of homework. Theory: The self-determination theory and constructivist learning theory serve as the primary theoretical framework for this research. Method: In this study, the qualitative research approach and semi-structed interview were utilized. The data was collected through interviews with six students based on non-probability purposive sampling. At the end, thematic analysis was adopted to reflect on the understanding of the homework from the students and its role of homework in learning based on the data. Results: There are several findings that were discovered in this study. First, the students at Chinese School seem to view homework as an important part of their learning for improving academic performance and are willing to put in the effort to complete it. During this process, it also develops students responsibility, critical thinking, problem-solving and so on. Secondly, most students find homework manageable, although some find certain assignments difficult, students can use their individual approach for completing homework and seeking help when needed. They normally seek help from their parents or refer to their textbooks. Thirdly, the findings were that homework is a valuable tool for enhancing students' understanding of the material, achieving higher grades, and promoting self-discipline. Lastly, gender differences in students' perception and approach to homework are apparent, with girls emphasizing academic achievement, organization, and the broader benefits, while boys adopt a more laid-back approach, prioritizing efficiency and reinforcement of class material.