Does Homework type Affect Pupils’ Homework Management? Experience from Standard Five Pupils in Dar es Salaam, Tanzania
Keywords:Homework Management Strategies, Self-regulation, Interactive Homework, Assignments
AbstractThe aim of this study was to examine whether homework type may have influence on pupils’ development of various Homework Management Strategies (HMS) for effective management of the homework assigned. 154 standard five pupils selected from two Public Primary Schools in Ubungo, Dar es Salaam were assigned into either of the two homework types namely, Interactive homework Assignment (IHA) and Non- Interactive Homework Assignments (Non-IHA). The homework management strategies include: (a) ability to set an appropriate work environment, (b) managing time, (c) handling distraction, (d) monitoring motivation, and (e) controlling negative emotions arising while doing the homework. A Homework Management Strategies (HMS) scale by Xu and Corno (2003) was adapted and used to solicit information on Homework Management Strategies from the pupils. Compared with Non-Interactive Homework assignments, pupils in IHA reported more frequently working to manage their workspace, budget time, handle distraction, monitor motivation, and control emotion while doing homework. This suggests a need to encourage the use of IHA in our public primary schools so as to enhance the use of the five HMS and consequently improve pupils’ learning.