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HOME ASSIGNMENTS - UNIVERSITY STUDENTS’ MOTIVATION TO COMPLETE AND ATTITUDES TOWARDS HOMEWORK TASKS Merilyn Meristo & Sirle Kivihall Tallinn University, Estonia [email protected] [email protected] 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 (DarlingHammond & 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 subjectspecific) Same questions used for both Motivation Theoretical framework to homework management - selfregulated 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 motivation ENGLISH course 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 ENGLISH course 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!