The Forgotten Voices in Homework: Views of Students

Abstract

Adults, whether educational policymakers, teachers, or parents, hold consistent views about homework. According to them, it has many purposes among which are (a) the encouragement of academic learning, and (b) the development of skills and attributes such as student responsibility, learning autonomy, and time management. In marked contrast to the adult views, little is known about student perceptions, ideas, and understandings about homework. In this article, Eccles's expectancy-value model of achievement-related choices is offered as a conceptual framework for discussion of the student perspective. Benefits and costs from the adult perspective are examined as an essential first step in determining children's perceptions of the adult viewpoint. Research that has considered the affective responses of children about homework and their understandings in terms of its purpose and value is then reviewed. Research gaps are identified that show clearly the lack of systematic investigations about the students' perspectives. Directions for future research are then outlined.