Student and Parental Perception on Homework: Evidence from PIRLS for Slovenia
Abstract
:1. Introduction
- 1.
- Purpose—the purpose of homework can be divided into three main goals:
- for strengthening knowledge, including repeating the learning unit, deepening the knowledge, expanding knowledge, systematizing knowledge, knowledge transfer, and applying knowledge in new situations;
- to prepare for a new learning unit, such as engaging with new material before it is taught in class;
- for independent learning—when students work on part or all of a new learning unit by themselves.
- 2.
- Effects—homework has several potential effects on students, including students’ achievement (improvements in academic performance); independence and responsibility (development of self-discipline and accountability); participation in the learning process (encouragement of active engagement); personal development (fostering skills like time management and perseverance); and connecting school and family (strengthening communication and involvement of families in learning).
- 3.
- Characteristics—the design of homework tasks includes time (how much time students are expected to spend); frequency (how often homework is assigned per week); help needed (whether assistance is required or the task is meant to be independent); learning aids (tools or resources students may use); and the type of task determined by the purpose (e.g., practice, exploration, preparation).
- 4.
- Evaluation—the evaluation of homework involves feedback (providing students with responses to their work); monitoring (tracking homework completion and effort); and assessment (evaluating the quality or correctness of the homework) (ibid.).
1.1. Purpose, Research Questions, and Contributions of the Article
- R1: How much do parents/guardians help with homework at grade 4 in Slovenia, and does the amount of help correlate with the family socioeconomic status (SES) and why they are helping their children?
- R2: What are the attitudes towards homework amongst fourth-grade students in Slovenia and do these attitudes correlate with reading achievements and the student family SES?
- 1.
- Insights into Parental Involvement and SES
- 2.
- Students’ Attitudes Toward Homework
- 3.
- Representative Sample and New Insights
- 4.
- Implications for Homework Policy and Practice
1.2. Evidence from Other Studies on Homework—Including Students’ and Parents’ Attitudes
1.2.1. Homework Policy
- -
- more education about the homework;
- -
- having homework more often on the meeting agendas to talk about strategies;
- -
- more cooperation between principals, so that cross-pollination of ideas may improve homework policies;
- -
- that principals should emphasize and ensure that the role of teachers, parents, and learners promotes homework as an effective element in teaching and learning and that all stakeholders should play their part in making learners benefit from homework (Ndebele, 2018, p. 9).
- -
- professional development for teachers on the design and implementation of effective homework assignments, as well as the importance of feedback and collaboration with parents;
- -
- addressing classroom challenges, such as large class sizes and time constraints;
- -
- the need for a common policy by policymakers, teachers, and parents that should guide homework, based on the data about the perception of students, teachers, and parents regarding homework;
- -
- the need for established standards for homework, focusing on purpose, the time students should spend on it, the creation of assignments, and the provision of feedback;
- -
- genuine cooperation with parents regarding homework (Ambrose & Shahid, 2023, p. 324; Syla, 2023, pp. 9–10).
1.2.2. Teachers’ Perspective
1.2.3. Parents’/Guardians’ Perspective
1.2.4. Students’ Perspective
2. Materials and Methods
2.1. Sample and Data Collection
2.2. Data Preparation and (Quantitative and Qualitative) Analyses
- -
- purpose: sharing knowledge (repeating the learning units, knowledge development or expansion, systematization, transfer, application in new situations), to prepare for new learning units, and student-led learning;
- -
- effect: achievement, independence/responsibility, participation in the learning process, personal development, and connection between the school and family;
- -
- characteristics/design of homework: time, frequency, needing help, learning aid, type of task;
- -
- evaluation: feedback, monitoring, and assessment.
3. Results
3.1. Parents’ Involvement in Homework-Related Tasks
3.2. Students’ Attitudes Towards Homework and Association with Their SES and Reading Achievement
4. Discussion
5. Conclusions, Limitations, and Future Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Instrument | Variable Name | Variable Label | Question |
---|---|---|---|
ASGN | ASXR11A | READ\HOMEWORK\DO HOMEWORK AT HOME | I do my homework at home |
ASGN | ASXR11C | READ\HOMEWORK\COPY HOMEWORK FROM SCHOOLMATE | I often copy my homework from a classmate |
ASGN | ASXR11D | READ\HOMEWORK\PARENTS HELP ME WITH HOMEWORK | My parents often help me to do my homework |
ASGN | ASXR11E | READ\HOMEWORK\ALWAYS FINISH MY HOMEWORK | I always come to school with finished homework |
ASGN | ASXR11F | READ\HOMEWORK\HOMEWORK IS BORING | Homework is boring. |
ASGN | ASXR11G | READ\HOMEWORK\HAPPY TO DO HOMEWORK | I do my homework with pleasure. |
ASGN | ASXR11H | READ\HOMEWORK\HOMEWORK HELPS ME UNDERSTAND WHAT WE LEARNED IN SCHOOL | Homework helps me to better understand what we are doing in school. |
ASGN | ASXR11I | READ\HOMEWORK\I TRY TO DO HOMEWORK CORRECTLY | I do my best to do my homework correctly. |
ASGN | ASXR11J | READ\HOMEWORK\HOMEWORK SHOULD BE GRADED | Homework should be considered as a part of grade. |
ASGN | ASXR11K | READ\HOMEWORK\TEACHER CHECKS HOMEWORK | The teacher always reviews homework. |
ASGN | ASXR11L | READ\HOMEWORK\DO HOMEWORK NOT NECCESSARY | Homework is not necessary. |
ASGN | ASXR11M | READ\HOMEWORK\TO MUCH HOMEWORK | I have too much homework. |
ASHN | ASXH23A | GEN\HOMEWORK\HOW OFTEN | Approximately, how often does your child do homework? |
ASHN | ASXH23BA | GEN\HOMEWORK\ASK CHILD | Ask if your child has done his/her homework. |
ASHN | ASXH23BB | GEN\HOMEWORK\ENCOURAGE CHILD | Encourage your child to do her/his homework. |
ASHN | ASXH23BC | GEN\HOMEWORK\HELP CHILD | Help your child with homework. |
ASHN | ASXH23BD | GEN\HOMEWORK\CHECK HOMEWORK | Review your child’s homework to make sure it is correct. |
Items | Categories | Percentages | (SE) | Average SES | (SE) | Average Achievement | (SE) |
---|---|---|---|---|---|---|---|
Ask if your child has done their homework | Less than once a week | 2.71 | (0.32) | 11.08 | (0.16) | 547.34 | (7.91) |
Once to twice a week | 6.35 | (0.54) | 11.10 | (0.11) | 545.37 | (5.52) | |
Three to four times a week | 10.76 | (0.59) | 11.05 | (0.08) | 543.27 | (4.14) | |
Every day | 80.19 | (0.84) | 10.65 | (0.04) | 518.06 | (1.92) | |
Encourage your child to do their homework | Less than once a week | 13.93 | (0.68) | 11.16 | (0.09) | 551.91 | (3.81) |
Once to twice a week | 11.13 | (0.63) | 11.02 | (0.08) | 537.12 | (4.09) | |
Three to four times a week | 10.26 | (0.70) | 11.02 | (0.07) | 533.54 | (3.23) | |
Every day | 64.68 | (1.15) | 10.56 | (0.04) | 513.42 | (2.07) | |
Help your child with their homework | Less than once a week | 37.30 | (1.14) | 11.17 | (0.05) | 551.44 | (2.64) |
Once to twice a week | 29.35 | (0.87) | 10.76 | (0.05) | 526.39 | (2.29) | |
Three to four times a week | 12.07 | (0.56) | 10.44 | (0.06) | 497.74 | (3.62) | |
Every day | 21.28 | (0.80) | 10.16 | (0.05) | 484.75 | (2.76) | |
Review your child’s homework to make sure it is correct | Less than once a week | 25.57 | (0.87) | 11.12 | (0.06) | 550.94 | (2.45) |
Once to twice a week | 27.04 | (0.87) | 10.98 | (0.06) | 534.34 | (2.90) | |
Three to four times a week | 16.92 | (0.81) | 10.67 | (0.07) | 512.78 | (3.38) | |
Every day | 30.46 | (0.95) | 10.27 | (0.04) | 496.95 | (2.31) |
Categories | We Do Not Help | Consolidation | Work Habits | (Mis)understanding | Encouragement | Requested Help/Needs | Monitoring of Schoolwork | Supervision | Explanation | Confirmation of Correctness | Socializing | Occasionally Helping | SUM |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|
No. of answers | 377 (4.9%) | 307 (4.0%) | 426 (5.5%) | 1679 (21.8%) | 386 (5.0%) | 1301 (16.9%) | 339 (4.4%) | 594 (7.7%) | 724 (9.4%) | 405 (5.3%) | 173 (2.2%) | 986 (12.8%) | 7697 (100.0%) |
Further categorization—2 functions: | |||||||||||||
Educational | 307 (6.5%) | 1679 (35.3%) | 1301 (27.4%) | 339 (7.1%) | 724 (15.2%) | 405 (8.5%) | 4755 (100.0%) | ||||||
Developmental/socialization/upbringing | 426 (27.0%) | 386 (24.4%) | 594 (37.6%) | 173 (11.0%) | 1579 (100.0%) |
Items | I Do Not Agree at All or I Do Not Agree (%) | (SE) | Average Reading Achievement | (SE) | I Agree or I Completely Agree (%) | (SE) | Average Reading Achievement | (SE) | Difference in Average Reading Achievement | p |
---|---|---|---|---|---|---|---|---|---|---|
I do my homework at home | 15.67 | (1.08) | 526.63 | (3.28) | 84.33 | (1.08) | 520.26 | (1.93) | −6.37 | 0.057 |
I often copy my homework from a classmate | 87.53 | (0.69) | 530.6 | (1.77) | 12.47 | (0.69) | 459.41 | (3.40) | −71.19 | <0.001 |
My parents often help me to do my homework | 62.06 | (0.96) | 539.93 | (1.73) | 37.94 | (0.96) | 491.47 | (2.69) | −48.46 | <0.001 |
I always come to school with finished homework | 18.44 | (0.88) | 512.69 | (3.02) | 81.56 | (0.88) | 524.06 | (1.89) | 11.37 | <0.001 |
Homework is boring | 59.87 | (0.97) | 529.76 | (1.79) | 40.13 | (0.97) | 510.13 | (2.77) | −19.63 | <0.001 |
I do my homework with pleasure | 33.70 | (1.02) | 525.25 | (2.91) | 66.30 | (1.02) | 520.48 | (1.80) | −4.77 | 0.073 |
Homework helps me to better understand what we are doing in school | 10.06 | (0.60) | 525.80 | (4.12) | 89.94 | (0.60) | 520.25 | (1.86) | −5.55 | 0.163 |
I do my best to do homework correctly | 2.80 | (0.31) | 481.41 | (6.67) | 97.20 | (0.31) | 522.79 | (1.88) | 41.38 | <0.001 |
Homework should be considered as a part of grade | 62.54 | (0.92) | 530.53 | (1.87) | 37.46 | (0.92) | 506.96 | (2.57) | −23.57 | <0.001 |
The teacher always reviews homework | 15.15 | (1.04) | 520.08 | (3.05) | 84.85 | (1.04) | 521.93 | (2.03) | 1.85 | 0.573 |
Homework is not necessary | 82.17 | (0.64) | 529.76 | (1.85) | 17.83 | (0.64) | 485.12 | (3.45) | −44.64 | <0.001 |
I have too much homework | 68.10 | (0.91) | 533.39 | (1.71) | 31.90 | (0.91) | 497.88 | (2.94) | −35.51 | <0.001 |
Item | Correlation | p |
---|---|---|
I do my homework at home | −0.01 | 0.590 |
I often copy my homework from a classmate | −0.13 | <0.001 |
My parents often help me to do my homework | −0.16 | <0.001 |
I always come to school with finished homework | 0.04 | 0.086 |
Homework is boring | 0.00 | 0.922 |
I do my homework with pleasure | −0.09 | <0.001 |
Homework helps me to better understand what we are doing in school | −0.07 | <0.001 |
I do my best to do homework correctly | 0.03 | 0.072 |
Homework should be considered as a part of grade | −0.07 | <0.001 |
Teacher always reviews homework | −0.07 | <0.001 |
Homework is not necessary | −0.06 | <0.001 |
I have too much homework | −0.06 | 0.001 |
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Klemencic Mirazchiyski, E.; Mirazchiyski, P.V. Student and Parental Perception on Homework: Evidence from PIRLS for Slovenia. Educ. Sci. 2025, 15, 718. https://doi.org/10.3390/educsci15060718
Klemencic Mirazchiyski E, Mirazchiyski PV. Student and Parental Perception on Homework: Evidence from PIRLS for Slovenia. Education Sciences. 2025; 15(6):718. https://doi.org/10.3390/educsci15060718
Chicago/Turabian StyleKlemencic Mirazchiyski, Eva, and Plamen V. Mirazchiyski. 2025. "Student and Parental Perception on Homework: Evidence from PIRLS for Slovenia" Education Sciences 15, no. 6: 718. https://doi.org/10.3390/educsci15060718
APA StyleKlemencic Mirazchiyski, E., & Mirazchiyski, P. V. (2025). Student and Parental Perception on Homework: Evidence from PIRLS for Slovenia. Education Sciences, 15(6), 718. https://doi.org/10.3390/educsci15060718