Purposes for Doing Homework Reported by Middle and High School Students

Abstract

The purpose of the present study is threefold. First, the author aims to determine how middle and high school students would perceive and classify a set of homework purposes drawn from relevant literature by conducting an exploratory factor analysis to ascertain the underlying factor structure of these homework purposes. Second, the author assesses whether each derived factor related to student homework behavior and academic achievement. Third, the author examines whether each derived factor was influenced by grade level, gender, and family homework involvement. The participants in this study were 920 students in Grades 5-12 in three rural public schools in a southern state. The results suggests that three quarters of the students (75.2%-77.9%) agreed or strongly agreed that doing homework helped them: (1) develop a sense of responsibility; (2) learn to work independently; (3) learn study skills; and (4) reinforce school learning. Six out of 10 students (60.5%) agreed or strongly agreed that homework helped develop good discipline. In addition, whereas 4 out of 10 students agreed or strongly agreed that doing homework brought them teacher approval (46%) and family approval (41.2%), only one fourth of the students (28.1%) agreed or strongly agreed that homework brought them peer approval. (Contains 2 notes.)