HOMEWORK IMPLICATIONS ACROSS DIVERSE STUDENT POPULATIONS A Thesis Presented to the faculty of the Department of Graduate and Professional Studies in Education California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of SPECIALIST IN EDUCATION in School Psychology by Melissa Hernandez Victoria Morales SPRING 2020 © 2020 Melissa Hernandez Victoria Morales ALL RIGHTS RESERVED ii HOMEWORK IMPLICATIONS ACROSS DIVERSE STUDENT POPULATIONS A Thesis by Melissa Hernandez Victoria Morales Approved by: __________________________________, Committee Chair Melissa Holland, Ph. __________________________________, Second Reader Stephen Brock, Ph. ____________________________ Date iii Students: Melissa Hernandez Victoria Morales I certify that these students have met the requirements for format contained in the University format manual, and this thesis is suitable for electronic submission to the library and credit is to be awarded for the thesis. , Graduate Coordinator Geni Cowan, Ph.
Date Department of Graduate and Professional Studies in Education iv Abstract of HOMEWORK IMPLICATIONS ACROSS DIVERSE STUDENT POPULATIONS by Melissa Hernandez Victoria Morales Homework is commonly perceived as a valued and normalized educational practice. Many parents and educators expect daily assigned homework, while neglecting to question its effectiveness or acknowledge the stress and inequity that it may cause (Kohn, 2006). Over the last several decades, there has been an increase in the intense scholastic demands placed on students, with amplified emphasis on achieving excellent grades, performing well on standardized tests, and assigning students larger amounts of homework (Kohn, 2006). Despite research suggesting there is no correlation between homework and achievement for the elementary population, there is a dearth of research on the social-emotional impact on elementary-aged students (Cooper, 2006).
Even fewer studies take into account the perspectives of homework’s effects on the social and emotional health of diverse student populations. Given the rising numbers of students of nondominant language and backgrounds attending American schools, a question that merits deliberation is how nondominant families are impacted by homework. Consequently, further examination of this issue is vital as a result of the present lack of research. v The present research study investigated parent, teacher, and student perspectives regarding homework and students’ social-emotional health, with the emphasis of understanding the perspectives of nondominant families.
The perceived purposes of homework and the beliefs surrounding the ideal amount of time students should spend on homework were also investigated. The participants in this study were students in grades 4-6 (n = 112), their parents (n = 107), and their teachers (n = 6). Preliminary research data suggests that (a) the impact of homework on students’ social-emotional health is inconsistent across raters, as parents generally perceive a more positive impact relative to teachers and students; and students reported more positive feeling when completing homework at school versus home; (b) the perceptions of monolingual English-speaking parents and non-English-speaking or bilingual parents on the purposes of homework are mixed, as the latter group perceive homework more positively than their counterparts; and (c) there are similarities in the perceptions of the actual and ideal amounts of assigned homework amongst monolingual English-speaking parents and non-English-speaking or bilingual parents, with the exception of homework on weekends. Limitations, implications for future research, and a sample of recommendations for educators and families surrounding homework assistance and for promoting social-emotional health are discussed.
____________________, Committee Chair Melissa Holland, Ph. _______________________ Date vi ACKNOWLEDGEMENTS First and foremost, this thesis would have been impossible without the unconditional support, encouragement, and resolute dedication of our advisor, Dr. We are immensely grateful for her guidance throughout each step of the process, as well as her willingness to give her time so generously. We are also greatly appreciative of the entire research team, for their continued support and contribution to the development and analysis of the research.
We would also like to thank Dr. Stephen Brock for his invaluable insight and recommendations. Finally, we wish to thank our respective partners, friends, and families for their unwavering love and support throughout our journey to becoming school psychologists. vii TABLE OF CONTENTS Page Acknowledgements.
vii List of Tables. 1 Statement of Collaboration. 1 Background of the Problem. 1 Purpose of the Research.
4 Definition of Terms. 6 History of Homework. 7 Homework and Student Achievement. 13 The Achievement Gap.
15 Perceptions of Homework. 17 Homework and Social-Emotional Health. 20 Homework and Students with Diverse Needs. 22 Home-to-School Connection.
68 Impact of Homework on Students’ Social-Emotional Health According to Teachers, Parents, and Students. 69 Parental Perceptions on the Purposes of Homework. 72 Parental Perceptions on the Amount of Time Students Spend on Homework. 74 The Ideal Amount of Time Students Should Spend Completing Homework According to Parents.
76 Recommendations for Future Research. Supplemental Teacher Questionnaire. Survey Research Description. Survey Administration Instructions to Students.
Teacher Coding Sheet. Parent Coding Sheet. Student Coding Sheet. 133 x LIST OF TABLES Tables Page 1.
2018-2019 California Smarter Balanced Assessment Percentage of Students who Met or Exceeded State Standards. 2018-2019 National Assessment of Education Progress Percentage of Students at the Proficient Level. Descriptive Statistics for Students’ Grade. Descriptive Statistics for Students’ Age.
Descriptive Statistics for Students’ Gender. Descriptive Statistics for Students’ Ethnicity Reported by Parents. Descriptive Statistics for Teachers’ Years of Teaching Experience. Descriptive Statistics for Teachers’ Current Grade Taught.
Descriptive Statistics for Student’s Primary Language: English and Non-English or Bilingual. Descriptive Statistics for Parents’ Primary Language: English and Non-English or Bilingual. Descriptive Statistics for Parents’ Primary Language. Descriptive Statistics for Teacher and Parent Responses, “Homework has a positive impact on my students’/child’s social and emotional health”.
Descriptive Statistics for Student Responses, “Homework makes me feel good about myself”. Descriptive Statistics for Parent Responses, “Homework has a positive impact on my child’s social and emotional health” as related to Parents’ Primary Language `. Descriptive Statistics for Teacher Responses, “Doing their homework after-school makes my students feel”. Descriptive Statistics for Parent Responses, “Doing their homework makes my child feel”.
Descriptive Statistics for Student Responses, “Working on my homework at home makes me feel…”. Descriptive Statistics for Student Responses, “Starting homework while I’m at school makes feel…”. Descriptive Statistics for Student Emotions Regarding Homework Completed at School. Descriptive Statistics for Student Emotions Regarding Homework Completed at Home.
Descriptive Statistics for Students’ Positive Emotions Regarding Homework Completed at Home versus School. Descriptive Statistics for Students’ Negative Emotions Regarding Homework Completed at Home versus School. Descriptive Statistics for Parent Responses, “Homework helps my child learn. Descriptive Statistics for Parent Responses, “Homework helps prepare my child for State/National Standardized Tests”.
Descriptive Statistics for Parent Responses, “My child’s teacher uses student performance on their homework to guide their lessons on the next day. Descriptive Statistics for Parent Responses, “Homework is necessary in order to cover all the required curriculum for a school year. Descriptive Statistics for Parent Responses, “Homework helps my child build character/work ethic”. Descriptive Statistics for Parent Responses, “Homework brings us together as a family to focus on a joint goal.
Descriptive Statistics for Parent Responses of Amount of Time Children Spend on Homework. Descriptive Statistics for Parent Responses of Ideal Amount of Time Children Spend on Homework. Suggestions for Educators and Parents. 79 xiii 1 Chapter 1 INTRODUCTION Statement of Collaboration The authors, Melissa Hernandez and Victoria Morales, collaborated on all aspects of this thesis.
They shared responsibilities including reviewing the literature; creating parent, teacher, and student surveys; distributing the surveys; writing and incorporating research; and analyzing the research. Background of the Problem As mental health related issues are on the rise among children and adolescents, the topic of students’ social-emotional well-being in relation to learning is becoming widely discussed (American Psychological Association [APA], 2014). Accordingly, there is a need for parents and educators to develop awareness of the social and emotional impact that increased academic demands have on students. There have been rising demands on our youth in their academics, including an increased focus on grades, standardized test scores, and larger amounts of assigned homework.
Students who experience school-related stress tend to develop more physical symptoms, such as headaches, fatigue, and sleeping difficulties (Galloway et al. While high school students have reported feeling stressed by homework, more recently, the rise of stress is also affecting young students (Pope, 2010; Vatterott, 2018). Across the United States, counselors and pediatricians have reported elementary school students are experiencing stress-related symptoms related to homework (Vatterott, 2018). While there is some 2 research surrounding the effects of homework on elementary aged students, most research to date has been conducted with middle- and high school students.
Homework has become common practice over the years. It has often been normalized and accepted by parents, teachers, and students, yet the stress caused by homework often goes unrecognized (Kohn, 2006). Federal educational policies, such as the No Child Left Behind Act (NCLB) and the Common Core State Standards Initiative, have put greater pressure on educators to meet stringent academic standards which in turn lead educators to assign more homework (Bennett & Kalish, 2006; Theodore et al. As academic demands increase, so does the amount of homework with the assumption that student achievement will increase.
However, there is minimal research to support the practice of increased and excessive homework as a means to improve standardized test scores and grades. Formative research conducted by Cooper (1989) suggested there is no relationship between homework and student achievement in the elementary years, and only a slight correlation in the middle- and high school age range. Another study replicated this research with similar findings (Cooper et al. Although research does not support an positive correlation between achievement and homework in the elementary years, primary age students continually receive hours of homework to complete each week (Fairbanks et al.
This added task demand interferes with the students’ leisure activities, family time, and their opportunity to participate in extracurricular activities (Fairbanks et al. As the nation’s population continues to grow evermore diverse, educators must be well-versed in the best practices that permit all students to reach their greatest academic 3 potential. Notably, a review of the literature surrounding homework practices, social- emotional well-being, and student achievement reveals there is minimal research that specifically examines the experience of diverse student populations, including: students from varying cultures, English Language Learners, students from low-income families, and students with disabilities. Given that the current research calls into question the relationship between achievement and homework among the elementary student population, it is relevant for teachers to consider if homework is potentially creating an additional burden in the lives of their students (Cooper et al.
Overall, there is limited research that provides insight into the social-emotional experience students face across varying backgrounds in relation to homework practices. Additionally, there are gaps in the research that evaluate the effects of homework for diverse student populations. This indicates there are a number of questions that remain to be addressed concerning the effects of homework practices on students of diverse backgrounds. Purpose of the Research The purpose of this research is to investigate and expand the research surrounding the social-emotional well-being of elementary age youth and the effect of homework, specifically of students from diverse populations.
This includes students from diverse linguistic, cultural, socioeconomic status, and students with disabilities. This research investigated the effects of homework on diverse populations via results from comprehensive questionnaires completed by teachers, parents, and students to address their perspectives of the social-emotional effect of homework of students third to sixth 4 grade. Recommendations regarding homework, its effects, and future practices for historically marginalized communities are included based on the research results. With the constant changes within the United States, school systems are encouraged to become more aware of the needs within their schools, their districts, and their community to help support their students’ learning from varying backgrounds.