Research article | Open Access
International Journal of Progressive Education 2024, Vol. 21(1) 13-26
Teacher Engagement in Homework: The Case of Private and Government Secondary Schools in Addis Ababa
pp. 13 - 26 | DOI: https://doi.org/10.29329/ijpe.2024.1163.2
Publish Date: February 11, 2025 | Single/Total View: 19/11 | Single/Total Download: 33/12
Abstract
This study explored teachers' engagement in homework across private and public secondary schools in Addis Ababa. A qualitative method with an embedded approach, ensuring validity and reliability by incorporating member checking, conducting extended site visits, and utilizing peer validation, was employed. The study involved 30 participants, including 12 teachers, 12 students, and six school leaders. The collected data was analyzed thematically. The study reveals that many teachers are not well-trained in creating effective homework assignments, even though they assign homework that fits the curriculum. They often do not consider the diverse needs of students, tend to give less time for homework, and are unable to prepare engaging and creative homework. During the homework assignment process, they impose penalties for incomplete work, as well as overseeing and completion of homework face challenges with large class sizes, cheating, and improper technology use. Private schools generally provide better feedback on homework than public schools. Many teachers express unhappiness with homework due to heavy workloads, stress from grading, and negative views on digital technology, along with parental criticism in low-performing schools.
The analysis reveals distinct variations in homework practices between public and private secondary schools. These factors significantly impact the effectiveness of homework. Therefore, it is essential for policymakers and stakeholders to reevaluate the methods of crafting, implementing, assessing, and perceiving homework in order to improve children's learning outcomes and overall performance.
Keywords: homework, teacher engagement, private and public secondary schools
APA 7th edition
Beyene, M., & Asgedom, A. (2024). Teacher Engagement in Homework: The Case of Private and Government Secondary Schools in Addis Ababa. International Journal of Progressive Education, 21(1), 13-26. https://doi.org/10.29329/ijpe.2024.1163.2
Harvard
Beyene, M. and Asgedom, A. (2024). Teacher Engagement in Homework: The Case of Private and Government Secondary Schools in Addis Ababa. International Journal of Progressive Education, 21(1), pp. 13-26.
Chicago 16th edition
Beyene, Melkamu and Amare Asgedom (2024). "Teacher Engagement in Homework: The Case of Private and Government Secondary Schools in Addis Ababa". International Journal of Progressive Education 21 (1):13-26. https://doi.org/10.29329/ijpe.2024.1163.2
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