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Educators' perceptions of a no-homework policy in South African independent primary schools
Dissertation (MEd)--University of Pretoria, 2022.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613593597378560 |
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| access_status_str | Open Access |
| author2 | Sing, Nevensha |
| author_browse | Sing, Nevensha |
| author_facet | Sing, Nevensha |
| collection | Thesis |
| dc_rights_str_mv | © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2022. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/88411 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:36.983Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/88411 Educators' perceptions of a no-homework policy in South African independent primary schools Sing, Nevensha temilolasoyombo@gmail.com Soyombo, Moyosoreoluwa T. Independent schools No-homework policy Teaching and learning Education stakeholders South Africa UCTD Education theses SDG-04 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2022. In recent years, homework has been in the spotlight, seen as an essential tool in making teaching and learning smoother for stakeholders (educators, learners, and parents). The literature, however, suggests that there is little relationship between homework and learners’ performance in primary schools. Therefore, some schools believe that eliminating homework and adopting a no-homework policy can create better relationships and the achievement of improved learning outcomes. In South Africa, a homework policy is usually adopted within each school’s stated guidelines; nonetheless, there is, as yet no nationalised policy document that institutes a no-homework policy. With the changing context of the nucleus family structure and the evolving nature of schooling, there is a shift from assigned traditional homework to that of no-homework in some primary schools. There are limited studies on educators' perceptions of such a no-homework policy and its influence on learners' academic performance. The study aimed to investigate educators' perceptions of a no-homework policy and its influence on learners' performances in two no-homework independent primary schools. A total of ten educators were purposively selected in the Gauteng province. Data was gathered using a qualitative case-study design with semi-structured interviews and document analysis in conjunction with the student engagement theory of Alexander Astin. A thematic data analysis procedure was used to analyse the collected data. The researcher elicited responses from the participants based on their perceptions of the adoption of a no-homework policy and its influence on learners' performances in the respective schools. The study's findings revealed the adoption of a no-homework policy as a non-academic content-based task. It further revealed differences in educators' perceptions of adopting a no-homework policy. Most educators, however, would like homework to be used to reinforce learning. The study highlights how the department of education and independent schools may revisit the homework policy to better implement homework in schools. bs2026 Education Management and Policy Studies MEd Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities 2022-11-22T07:48:42Z 2022-11-22T07:48:42Z 2023-05 2022-06 Dissertation * A2023 https://repository.up.ac.za/handle/2263/88411 DOI: https://doi.org/10.25403/UPresearchdata.21430545.v1 10.25403/UPresearchdata.21430545 en © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Independent schools No-homework policy Teaching and learning Education stakeholders South Africa UCTD Education theses SDG-04 Education theses SDG-10 Educators' perceptions of a no-homework policy in South African independent primary schools |
| title | Educators' perceptions of a no-homework policy in South African independent primary schools |
| title_full | Educators' perceptions of a no-homework policy in South African independent primary schools |
| title_fullStr | Educators' perceptions of a no-homework policy in South African independent primary schools |
| title_full_unstemmed | Educators' perceptions of a no-homework policy in South African independent primary schools |
| title_short | Educators' perceptions of a no-homework policy in South African independent primary schools |
| title_sort | educators perceptions of a no homework policy in south african independent primary schools |
| topic | Independent schools No-homework policy Teaching and learning Education stakeholders South Africa UCTD Education theses SDG-04 Education theses SDG-10 |
| url | https://repository.up.ac.za/handle/2263/88411 |