Abstract

Homework is often seen as an integral part of the teaching and learning process in schools even though its effect on student achievement has been a debateable issue since the beginning of the twentieth century. Today there are a number of studies that have explored this issue from a number of perspectives but there is scant empirical research on the perspectives of the elementary school learners. Therefore, this study investigated the elementary learners’ perspectives on homework with regards to aspects such as the importance of homework, the types of homework assignments, amount of time pupils spend doing homework and how pupils managed homework as a whole. The study involved a total of 1978 Primary Three and Primary Five pupils from 17 primary schools located in six states in Peninsular Malaysia. The data collection process included the use of a questionnaire, semi structured interviews and document analysis. The findings of the study revealed that on the whole pupils held rather positive views and viewed homework as a valuable learning tool. They also indicated they are moderately happy when given homework. Amidst these positive findings, there are nevertheless certain issues of concerns such as the uneven distribution of homework within a week, too much repetitive drudge practice exercises and pupils been overburdened with homework during school holidays. Such practices put forward a critical need for the relevant authorities to address and support initiatives to improve homework design. More importantly steps must be taken to ensure the MOE’s 2004 guidelines provided by the ministry are adhered to by all schools as too much homework can be counterproductive.