Investigating Learners’ Attitudes towards Homework.

Abstract

Homework has been for long a standing tradition in learners’ daily school routine. While the great benefit to homework assignments on learners’ academic achievement stays undeniable, many learners still confront this with a state of unwillingness to do homework. This study attempts to investigate learners’ unwillingness to do educational homework. It is mainly concerned with students of English from different study levels at Ibn Khaldoun University. Its main endeavor is to reveal learners’ attitudes towards educational assignments, as well as to cast light generally on the most possible factors that can make learners shape an attitude towards homework and especially highlight the suspected ones for decreasing their will and motivation to do homework. In addition, through this study one tries to spot light on the main deficiencies that hamper the practice of homework assigning from being implemented effectively. To attain the objectives of this investigation, the study took a sample of 46 students from different study level at Ibn Khaldoun University. Questionnaires were handed to twenty students and another twenty students were surveyed in this study. Besides, a focus group interview was held with six students at the university. Findings reveal that learners hold a negative attitude towards educational assignments. In addition, homework high levels of frequency and difficulty have been shown to be the most possible factors for decreasing their motivation to do homework.