Please use this identifier to cite or link to this item: https://scholarhub.balamand.edu.lb/handle/uob/5141
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dc.contributor.advisorAnnous, Sameren_US
dc.contributor.authorNajjar, Reine Alen_US
dc.date.accessioned2021-08-05T08:39:33Z-
dc.date.available2021-08-05T08:39:33Z-
dc.date.issued2021-
dc.identifier.urihttps://scholarhub.balamand.edu.lb/handle/uob/5141-
dc.descriptionIncludes bibliographical references (p. 85-89)en_US
dc.description.abstractThis 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.en_US
dc.description.statementofresponsibilityby Reine Al Najjaren_US
dc.format.extent1 online resource (viii, 95 pages) : ill.en_US
dc.language.isoengen_US
dc.rightsThis 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 holderen_US
dc.subjectAssignment, academic performance, interaction, feedback, achievement, homework completion, communication skills, challenging experienceen_US
dc.subject.lcshEducation--Study and teaching--Lebanonen_US
dc.subject.lcshCommunication in education--Lebanonen_US
dc.subject.lcshDissertations, Academicen_US
dc.subject.lcshUniversity of Balamand--Dissertationsen_US
dc.titleTeachers' practices and students' and parents' perceptions of homework in Arabic and French language classes : a case study of a Lebanese private schoolen_US
dc.typeThesisen_US
dc.contributor.corporateUniversity of Balamanden_US
dc.contributor.departmentDepartment of Educationen_US
dc.contributor.facultyFaculty of Arts and Sciencesen_US
dc.contributor.institutionUniversity of Balamanden_US
dc.date.catalogued2021-08-05-
dc.description.degreeMA in Curriculum and Educational Managementen_US
dc.description.statusPublisheden_US
dc.identifier.ezproxyURLhttp://ezsecureaccess.balamand.edu.lb/login?url=http://olib.balamand.edu.lb/projects_and_theses/290093.pdfen_US
dc.identifier.OlibID290093-
dc.relation.ispartofbookseriesUniversity of Balamand. Thesisen_US
dc.provenance.recordsourceOliben_US
Appears in Collections:UOB Theses and Projects
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