The Perceptions of Students and Teachers of Homework in a Suburban Middle School

Educators, parents, and students throughout the state of Missouri have been at odds about homework. It is important that school districts understand the perceptions of homework before writing or revisiting a district's homework policy. This study was a qualitative study on the perceptions of homework among middle school students and teachers in a suburban middle school. The objective of this research study was twofold: to hear the voices of students and teachers regarding homework in a suburban middle school setting and to discover the similarities and differences in perceptions of homework between students who are Advanced and Proficient and those who are Basic and Below Basic on the MAP test. The researcher conducted a survey regarding perceptions of homework practices and policies among middle school students and teachers. The findings can provide a basis for teachers, administrators, and district officials to implement more effective strategies in assigning and requiring homework. Conclusions of this study include the determination that a desired outcome of homework for both students and teachers was a variety of assignments that allow students to be creative and to practice skills. Students, however, thought teachers assign too much homework while teachers believed they do not. The majority of students reported that they have a quiet place to do homework, understand the work assigned, and understand why homework is assigned. The differences in the two groups of students were that twice as many Advanced and Proficient students indicated they can do their homework independently compared to the Basic and Below Basic students, and there were far more Basic and Below Basic students who did not like homework than Advanced and Proficient students. The researcher recommends that further study be conducted on a regional and district level using a geographically diverse sample that includes seventh and eighth grade students.