Please use this identifier to cite or link to this item:
|Title:||Teachers' practices and students' and parents' perceptions of homework in Arabic and French language classes : a case study of a Lebanese private school||Authors:||Najjar, Reine Al||Advisors:||Annous, Samer||Keywords:||Assignment, academic performance, interaction, feedback, achievement, homework completion, communication skills, challenging experience||Subjects:||Education--Study and teaching--Lebanon
Communication in education--Lebanon
University of Balamand--Dissertations
This research paper mainly aims to explore teachers’ practices and students’ and parents’ perceptions of homework in Arabic and French language classes. The participants of the study are eight language teachers in Cycles 1 and 2 in a private school in Koura, students of the respective cycles (Grades 1 through 6) and their parents. The data collection methods were interviews and surveys. The results showed a great positive effect when a coordination takes place among a three-dimensional commitment between the students, their teachers as well as their parents. A keen follow-up from teachers at school supplemented with little guidance at home, proved to have a good boost for the students. This is accomplished especially when the students feel the connection between their teachers and parents at the same time. The study also highlights those assignments gained importance due to their potential capability to be an icebreaker and get the best out of the students. The lack of convenient techniques and the excessive amounts of random assignments by traditional methods hindered their performance. In this research study, expected effects depend on an optimized criterion that gives priority to the amount and quality of the assignment itself.
Under this favorable liaison between parents and school during homework submission, the students’ academic performance was improved. The outcomes of this study indicate that assignments are efficient scale whether in Arabic or French to ensure keeping track of students’ success.
Includes bibliographical references (p. 85-89)
|URI:||https://scholarhub.balamand.edu.lb/handle/uob/5141||Rights:||This object is protected by copyright, and is made available here for research and educational purposes. Permission to reuse, publish, or reproduce the object beyond the personal and educational use exceptions must be obtained from the copyright holder||Type:||Thesis|
|Appears in Collections:||UOB Theses and Projects|
Show full item record
checked on Oct 26, 2021
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.