Teacher, student, and parent perceptions of homework during remote learning : a case study of a Lebanese private school

Abstract

The purpose of this study was to explore the perspectives of parents and students of elementary school regarding the various aspects of homework assignments. The study also aimed to identify teachers’ beliefs and practices of homework such as their intention in assigning homework, what type they assign, and to what extent they implement effective homework strategies while designing homework. Excessive parental assistance was considered one of the obstacles teachers expressed they encounter when assigning homework. The study was conducted in a private English, medium K12 school in north Lebanon, during a period of remote learning. The participants of the study are five elementary teachers, students of grade 4 and 5 and their parents. The study has been conducted through a mixed method approach. Data was collected using questionnaires, semi structured interviews, and focus group interviews. The study investigates the types of parent involvement in homework. It was found that parents hold ambivalent attitudes about homework assigned during the remote learning time. In addition, parents described different challenges that appear to hinder homework compliance- including technology distractions, boredom, and ambiguous assignments. Qualitative analysis revealed students’ negative feelings regarding the load, type, and difficulty level regarding homework assigned during the remote learning period. The findings of this study reveal the importance of homework follow-up practices, parent teacher relationships, and differentiating homework.