Ellis, Joseph R.||Carroll, Margaret L.
M.S. Ed. (Master of Education)
College of Education
Problem: This survey was carried out to determine the facilities for and parental attitudes toward assigned homework in the Clarence Olson Junior High School and to attempt to identify them with parents' education and occupation, and with student performance on standardized achievement tests. Procedure: Parents of sixth grade students and those of eight grade students were given questionnaires based upon those used in similar surveys. The students were given identical forms to complete for use in the checking validity of answers. The completed forms were placed in family groups using identifying code numbers, and the responses, along with contradictory answers of students and between siblings, were grouped according to educational level and occupation of the parents. Responses were also separated into two groups based upon student performance on the Iowa Tests of Basic Skills. Educational categories were grade school, high school, and college. Occupational categories were unskilled, skilled, managerial, and professional. Both sixth grade and eight grade students scoring below 5.4 on fifth grade tests were placed in the lower achieving groups. Findings: The subordinate categories in each of the groupings had the least number of positive answers to the questions asked. The students with parents in these groups spent less time on homework, had fewer references, and had parental help with assignments, checking, and correcting of papers most often. A large percentage of the students listen to radio or watch television while doing homework. The parents as well as the students recognize the need for homework and feel they benefit from it. The attitudes and facilities seem to be more closely associated with parental background than with student achievement level. Conclusions: A. The population surveyed favored continuation of homework for junior high school students. B. There was a need for separation of study areas from other areas in some homes. C. A small number of students needed reference materials. D. The most favorable attitudes and facilities were found in the homes in which parents have attained the higher educational levels and the more specialized occupational positions. E. The favorable attitudes and facilities were found to be more closely associated with parental background than with student achievement levels. F. Far too many students attempted to do homework while listening to the radio or watching television. G. Certain parents were reluctant to place responsibility upon their children. Recommendations: A. A "home study guide" should be written and incorporated into the Student Handbook. B. The suggestions included in this guide should be written to include the parents as well as the students. C. It should be emphasized that the parent should supervise the homework but not do it. D. This supervision need not include more than establishing a definite time and place for study and seeing that the student is working when he should be. E. Radio, television, and record players should not be tolerated. F. The parent should neither sit down with the student while he works nor check and correct all papers. G. The student must learn to do his best or accept the consequences. H. Time should be given for discussion of the topic at a P.T.A. meeting early in the year and stressed in parent conferences.
Gullakson, Glen E., "A report of a survey of facilities for and parental attitudes toward assigned homework in the Clarence Olson Junior High School, Woodstock, Illinois" (1966). Graduate Research Theses & Dissertations. 525.
x, 88 pages
Northern Illinois University
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