Homework involvement among Hong Kong primary school students

Research output: Contribution to journalArticlepeer-review

17 Citations (Scopus)

Abstract

One component of the curriculum reform in Hong Kong focuses on the use of homework in consolidating learning, deepening understanding and constructing knowledge. This study examines the profile of Hong Kong primary school students' homework involvement, and investigates the relationships between time involvement and academic attributes, namely interest in homework, interest in academic subjects, academic efficacy, and efficacy for self-regulated learning. The sample comprised 2,361 primary school students representing all six grade levels in Hong Kong. Data was collected using questionnaires and homework diaries. Results showed heavy homework involvement among primary school students in Hong Kong, especially at the senior primary level. Differential patterns across levels were observed for the relationship between homework involvement and academic attributes. Specifically, junior primary students' study-related interests and efficacies were found to decline with increasing time involvement, whereas inverted U-shape relationships were observed among senior primary students. There was concern for students with high time involvement as they received more homework and they worked slower. They were less likely to perceive the positive functions of homework, and showed poorer study-related interests and efficacy beliefs. The findings of this study provide crucial information for school personnel and educators in Hong Kong in developing homework strategies and policies that enhance teaching and learning.

Original languageEnglish
Pages (from-to)213-227
Number of pages15
JournalAsia Pacific Journal of Education
Volume29
Issue number2
DOIs
Publication statusPublished - Jun 2009

Scopus Subject Areas

  • Education

User-Defined Keywords

  • Homework
  • Homework involvement
  • Hong Kong
  • Primary school students

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