HOME ASSIGNMENTS - UNIVERSITY STUDENTS’ MOTIVATION TO COMPLETE AND ATTITUDES

TOWARDS HOMEWORK TASKS

Merilyn Meristo & Sirle Kivihall Tallinn University, Estonia

merilyn.meristo@tlu.eesirle.kivihall@tlu.ee

10 April, 2015 Tallinn

Home assignments- definition

Tasks assigned to students by school teachers that are meant to be performed during non-school hours (Cooper, 1989)

Used in schools across cultures as part of teaching strategies for meeting the educational needs of individuals (Iflazoğlu & Hong, 2012)

A significant role as supplemental learning opportunity (Bembenutty, 2009; Cooper, Robinson, & Patrall, 2006; Kitsantas & Zimmermann, 2009; Xu, 2005)

Worldwide problem

Students do not• know how to begin • understand the instructions• feel that the assignment is meaningful (Darling-

Hammond & Olivia, 2006) Students may not complete assignments which are

boring and routine (Pasi, 2006) Students become stressed from the volume of

homework (Lacina-Gifford & Gifford, 2004)

Students’ attitudes

Research question I – students’ attitudes towards home assignments

Attitudes concerning homework in the English language course and the Major subjects (general, not subject-specific)

Same questions used for both

Motivation

Theoretical framework to homework management - self-regulated learning (Boekaerts & Corno, 2005; Corno, 2001; Kuhl, 2000; Winnie, 2004)

Interest and value influence self-regulation (Schunk, 2005) and homework management

Homework management influenced by many variables (goal orientation, task value, task interest, affective attitude, the influence of others, background variables) (Xu & Wu, 2013)

Motivation

Intrinsic reasons positively associated with the use of homework management strategies (Xu, 2007)

Strongly motivated students

• do homework well and are organised (order, place) • perceive that they do their homework well and/or have

favourable attitudes toward homework (Iflazoğlu & Hong, 2012)

Intrinsic Motivation

Performing an activity for its own sake Inner wish Is the focal point of creativity, responsibility, healthy

behaviour and lasting chance Is the desire to be the origin of one's own action rather

than to be manipulated by external forces

(Ryan & Deci, 2000; Sansone & Harackiewicz, 2000; Vansteenkiste et al, 2005)

Students’ level of motivation

Research question II - students’ level of motivation in completing their home assignment tasks

Level of motivation to do homework in the English language course and the Major subjects (general, not subject-specific)

Same questions used for both

Sample

124 BA and MA level students of Tallinn University 101 female, 23 male 106 BA students, 18 MA students 88% of BA students under 25 67% of MA students over 25 Students of all disciplines taking English on B2 or C1

level

Instruments

Academic Self-regulation Questionnaire (Ryan & Deci, 2000) - validated in several countries Intrinsic < Identified < Introjected < External motivation

Example: • To which extent you agree or disagree with the following

statements about doing your homework (HW) as a part of your English course/Major subjects:

6. Because that is what I am supposed to do.Very true Sort of true Not very true Not at all true

7. Because I enjoy doing my homework.Very true Sort of true Not very true Not at all true

Instruments

Students’ Attitude Questionnaire (Tallinn University) Example: • To which extent you agree or disagree with the following

statements about doing your homework (HW) as a part of your English course/Major subjects:

5. I find most HW tasks useful Very true Sort of true Not very true Not at all true

7. I find most HW tasks boring Very true Sort of true Not very true Not at all true

Results – levels of motivationENGLISHcourse

MAJOR subject

Mean Stand. Dev. Mean Stand. Dev. Intrinsic 2,5000 ,63698 2,5482 ,72554

Identified 3,5887 ,51025 3,5696 ,52519

Introjected 2,9879 ,58248 3,0217 ,58636

External 2,8427 ,65756 3,1826 ,62943

• Method of analysis: Paired Samples t-test, p< .001• Significant difference between BA (M=2,4) and MA (M=2,9) Intrinsic

motivation in English;• No significance between age groups;• Significant difference between females (M=3,64 English / 3,62 Major) and

males (M=3,35 English/ 3,34 Major) in Identified regulation

Results - attitudes ENGLISHcourse

MAJOR subject

Mean Stand. Dev. Mean Stand. Dev.

Priorities 3,2195 ,79483 3,3217 ,70770

Positive attitudes 3,2016 ,50440 3,2105 ,59209

Negative attitudes 2,0376 ,56263 2,2865 ,54290

• Significant differences in English between females (M=3,27) and males (M=2,91);

• Significant differences in Major subjects between females (M=3,28) and males (M=2,92);

• Significant difference between age groups in Positive attitudes – 21-25 y (M=3,08) and 26- y (M=3,47)

• No difference between MA and BA students

Further steps

How prior experiences in doing homework at secondary school level affect doing home assignments at university?

Are there any changes in attitudes and motivation level

within first years at university?

Recommendations

Make sure students understand how to do the tasks and wording of the task

Make sure homework is relevant to the lesson/lecture Provide feedback on homework Allow students to start on homework tasks in class and

monitor their ability to proceed Provide students with options for homework assignments Provide a variety of types of assignments for students

Thank you!