WHY DO TEACHERS GIVE HOMEWORK
DOI:
https://doi.org/10.5281/zenodo.20354729Keywords:
homework, pedagogical rationales, student achievement, independent learning, educational practice, teaching strategies IntroductionAbstract
This article explores the primary pedagogical rationales behind the assignment of homework in contemporary educational practice. The study analyzes the role of homework in enhancing student academic achievement, fostering independent learning skills, and facilitating deeper engagement with curriculum content. We examine various forms of homework, their didactic purposes, and their effectiveness in ensuring active student participation in the learning process.References
Cooper, H. (1989). Homework. Longman.
Marzano, R. J., & Pickering, D. J. (2007). The Case For and Against Homework. Educational Leadership, 64(6), 74-79.
Xu, J. (2011). What Do We Know About Homework? A Review of the Literature. Journal of College Teaching & Learning, 8(6), 23-34.
Vatterott, C. (2009). Rethinking Homework: Best Practices for Meeting the Needs of all Students. ASCD.
Bempechat, J. (2004). The Motivational Benefits of Homework: A Social-Cognitive Perspective. Theory Into Practice, 43(3), 189-196.
Trautwein, U., & Köller, O. (2003). The Relationship Between Homework and Achievement: Still Much Ado About Nothing? Review of Educational Research, 73(2), 161-198.
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