Publication Date


Document Type


First Advisor

Lanning, Frank W.||Nerbovig, Marcella H., 1919-2002

Degree Name

M.S. (Master of Science)

Legacy Department

Department of Education




Purpose of the Study. The purpose of the study was to determine if there is any relationship between fire socio-economic factors (a) educational background, (b) religious preference, (c) family income, (d) length of residency, (e) community participation, and the attitudes toward homework held by mothers of fourth, fifth, and sixth grade students in an elementary school district in northern Illinois. Review of Literature. The literature revealed that little research has been done to determine the value of homework as an educational tool. Most articles are nonexperimental, and are opinions of educators and popular writers. Arguments are given both for and against homework. Most writers address themselves to the question of what kind of homework shall be done. Parents are an important factor if homework is to be beneficial. Homework should be a continuing learning experience in the community that had begun in the school. The work should be meaningful and important to the child. The amount must be geared to the individual needs, Interests, and capacities of each child. Procedure. A questionnaire was made up of two parts. One was designed to gather socio-economic data. The other part of the questionnaire vas designed to gather selected attitudes held by mothers toward homework. Three hundred seventy-two questionnaires were sent out to the mothers of fourth, fifth, and sixth graders in six of nine elementary schools In the district. Two hundred thirty-four completed ones were returned for analysis. Results. The writer concluded that of the five socioeconomic factors which were investigated, none importantly influence the attitude of a mother toward homework. further conclusions made by the writer are that parents generally are in agreement with homework and it helps them keep in touch with the child and the school. They believe it teaches the child to accept responsibility. Parents apparently feel there is time for both homework and pursuing other non-school interests. The writer concluded that they want the kind of homework that the child understands and can do by himself, feeling the best way they can help is to provide special time, place, and materials. Finally, one might conclude that parents' attitudes toward homework are rather flexible and might judge the value of homework according to how it is handled by the teacher.


Includes bibliographical references.


70 pages




Northern Illinois University

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