Q8 The final question was designed to investigate two contexts: whether an educator would be willing to adjust their homework policy having identified negative aspects of its current use; and whether it is true that schools are becoming more reluctant to take on new technology because of the enormous influx of Edtech companies advertising themselves to schools and teachers.Conclusions and recommendations Whilst the survey didn’t explicitly ask respondents to state whether or not they believed overloading was an issue in their school (because they have no way of knowing anyway), a distorted perception of the amount of homework given by educators versus the actual amount being given can be deduced from the survey’s results, and certainly something that needs to be addressed, given the consequences of overloading.I say this not just in terms of a school’s policy, but more so in terms of the developmental considerations of the student.
10 to complete homework was just over an hour a night, a figure that most students and parents would understand as being extremely conservative.
This notion is reinforced by looking on any school website that advertises its homework policy: a year 10 student, on average, is required to complete no less than 1 ½ to 2 hours per evening.
Of course this is not how it should be, but I would be surprised if teachers disagreed with this.
This situation is highly inefficient, resulting in the ramifications cited in the responses.
Q7 was designed to validate anecdotal evidence suggesting a possible reason for dissatisfaction with schedules was due to teachers having to set meaningless tasks to either keep up appearances or for fear of missing a designated slot. There is a possibility however that the question itself threw respondents off, as so few people answered this at all.
Again, more questioning would be needed to ascertain the cause of dissatisfaction, but another anecdotal reason could include the inflexibility that accompanies a schedule, which leads to tasks not being set in real time.
Teachers need a tool that can tell them how much work they already have before they set another task, and take the guessing game out of it.
This scenario raises another very relevant question: how many teachers would be aware of what constitutes an appropriate amount of homework per night for a student of this age?
The rationale is that schools pride themselves on promoting organisation, and certainly encourage students to become very good at it, and yet potentially drop the ball when it comes to transmitting an organised homework policy.
Further questions could explore what led 22% of the respondents to suggest that it had no adverse effect on a school’s perception in the community.