Middle school teachers perceptions of homework assignments effec

University of New England DUNE: DigitalUNE All Theses And Dissertations Theses and Dissertations 10-2020 Middle School Teachers’ Perceptions Of Homework Assignments Effective At Increasing Student Homework Completion Jennifer E. Keck University of New England Follow this and additional works at: https://dune.edu/theses Part of the Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, and the Educational Methods Commons © 2020 Jennifer E. Keck Preferred Citation Keck, Jennifer E., "Middle School Teachers’ Perceptions Of Homework Assignments Effective At Increasing Student Homework Completion" (2020). All Theses And Dissertations.edu/theses/328 This Dissertation is brought to you for free and open access by the Theses and Dissertations at DUNE: DigitalUNE.

It has been accepted for inclusion in All Theses And Dissertations by an authorized administrator of DUNE: DigitalUNE. For more information, please contact bkenyon@une. MIDDLE SCHOOL TEACHERS’ PERCEPTIONS OF HOMEWORK ASSIGNMENTS EFFECTIVE AT INCREASING STUDENT HOMEWORK COMPLETION By Jennifer E. Keck Bachelor of Science, University of Tennessee, 1995 Master of Science in Education, University of New England, 2002 Master of Education, Framingham State University, 2012 A DISSERTATION Presented to the Affiliated Faculty of The College of Graduate and Professional Studies at the University of New England Submitted in Partial Fulfillment of Requirements For the degree of Doctor of Education Portland & Biddeford, Maine October, 2020 Jennifer E.

Keck © 2020 All Rights Reserved ii Jennifer E. Keck October 2020 Educational Leadership MIDDLE SCHOOL TEACHERS’ PERCEPTIONS OF HOMEWORK ASSIGNMENTS EFFECTIVE AT INCREASING STUDENT HOMEWORK COMPLETION ABSTRACT The purpose of this qualitative exploratory research study with a phenomenological research design was to gain an understanding of the phenomenon regarding which homework assignments, as perceived by middle school teachers, most effectively resulted in students submitting completed assignments. This study fills a gap and helps explain which homework assignments are more effective at increasing homework assignment completion for middle school students. The constructivist theory guided the conceptual framework.

Data analysis was conducted on data collected though surveys, in-depth interviews with middle school teachers, and a review of archival homework samples. Through this phenomenological study four themes emerged regarding teacher perceptions of which homework assignments are more effective: routine homework, homework with clear expectations, homework that students see as achievable, and homework assignments that considered the executive functioning of students. It was found that middle school teachers’ perceptions about increasing student homework assignment completion reflect the value of structural supports, ongoing homework development, and the assignment of the homework itself. Persons in educational administrative leadership, middle school teachers, and teachers in general may find this study useful.

Keywords: executive functioning, homework completion, homework assignments, middle school, rigor, teacher perceptions iii University of New England Doctor of Education Educational Leadership This dissertation was presented by Jennifer E. Keck It was presented on October 13, 2020 and approved by: Jacqueline Lookabaugh, Ed. Lead Advisor University of New England Andrea Disque, Ed. Secondary Advisor University of New England Maria Nemerowicz, Ed.

Affiliated Committee Member University of Massachusetts at Lowell iv ACKNOWLEDGEMENTS The path to completing this dissertation has been possible in no small part to the faculty at the University of New England. I would like to specifically thank my dissertation committee, Dr. Jacqueline Lookabaugh, Dr. Andrea Disque, and Dr.

I also had the help and support from my graduate class peers from a group that has worked with me beginning in the fall of 2017 including Kaela Urquhart, Eric Johnson, Matthew Speno, Monica Medina, Bobbi Avery, and Scott Bennett. The second group offering support and guidance was my dissertation cohort including Eddie Wilken, Emilie Bartolucci, and Susan Ficke. Your feedback, assistance and encouragement have been important in helping me focus my study and persevere through those needed adjustments. I appreciate the assistance and guidance provided which have resulted in a product of which I am very proud.

Lastly, I would like to acknowledge the participants who made this study possible through their gracious volunteering of time and effort in helping me collect the information and data I needed. v DEDICATION Most importantly, I would like to thank and dedicate this dissertation to my husband, father, and daughter. My husband, Chris, has been the rock upon whom I have clung through every storm of our lives together. He has always given encouragement, support, and polite constructive feedback; he has been so wonderful throughout all aspects of every part of our lives together and I would not be where I am without him.

My father, David, and daughter, Elizabeth, have always been my cheerleaders and biggest fans who always believe I can do anything even when I am unsure of myself. I would like to recognize my grandson, Peter, although he has been nothing but a distraction, oftentimes a much needed one. My dog, Chester, has been my constant companion during nearly every part of the writing and research of this dissertation and the pseudonym within this dissertation is named in his honor; without him I would have likely finished much earlier. vi TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION.

1 Statement of the Problem. 4 Purpose of the Study. 7 Assumptions, Limitations, and Scope. 14 Rationale and Significance.

16 Definition of Terms. 22 CHAPTER TWO: LITERATURE REVIEW. 32 vii Topical Research. 36 Theoretical Strengths and Weaknesses.

39 Rationale for Homework. 42 Amounts of homework. 42 Desired Outcomes/Goals for Homework. 44 Reasons for Student Disengagement/Incompletion.

44 Support at home. 48 CHAPTER THREE: METHODOLOGY. 51 Purpose of the Study. 52 Research Question and Research Design Support.

55 viii Population & Sampling Method. 59 Instrumentation & Data Collection Procedures. 64 Archival Homework Data. 70 Archival Homework Data.

72 Limitations of the Research Design. 75 Member checking procedures. 78 Ethical Issues in the Study. 81 Conclusion and Summary.

81 CHAPTER FOUR: RESULTS. 93 Combined researcher and MAXQDA coding. 95 Archival Homework Data Analysis. 95 Presentation of Results.

104 Participant’s awareness of the executive function of students. 111 Rigor of homework assignments. 115 Available Family/Home Supports. 116 Routine/Prescriptive assignments.

117 x Archival Homework Data Trends. 118 Grade level data. 122 Homework types submitted. 123 Rigor of homework assignments.

123 Homework rate of return. 124 Individual Participant Perceptions Across the Data. 143 CHAPTER FIVE: CONCLUSION. 144 Interpretation of Findings.

147 xi Homework Assignments That are Routine. 147 Homework With Clear Expectations. 148 Homework that Students See as Achievable. 151 Homework Assignments that Considered the Executive Functioning of Students.

151 Variance Among Student Needs. 154 Findings of noted interest. 154 Challenges for Teachers. 155 Recommendations for Action.

156 Recommendations for Middle School Educators. 157 Recommendations for Further Study. 161 Appendix A Zeroes Aren’t Permitted Team Policy and Form Used 2012-2017. 178 Appendix B Missing Homework Email Template Used 2017-2020.

179 Appendix C Teacher Informed Consent Letter. 181 Appendix D Survey Questions as Used in Data Collection with Participants. 184 Appendix E Semi-Structured Narrative Interview Questions as Used. 187 Appendix F Permission for Use and Modification of Online Survey.

189 Appendix G Video and Email Recruitment Script. 191 Appendix H Permission for Site Study. 194 Appendix I IRB Approval. 195 xii Appendix J Site School Handbook Excerpt Regarding Homework Expectations.

196 Appendix K Research Participant Record of Payment for Lottery Recipients. 197 xiii LIST OF TABLES Table 1. Homework Believed to Contribute to Completion by Survey Participants. Archival Homework Data Summary.

119 xiv LIST OF FIGURES 1. Conceptual framework of teacher interventions to alter homework completion. Data collection sequence. Data synthesis sequence.

MAXQDA interview theme hierarchy tree. Survey homework objectives for students’ learning. 103 xv 1 CHAPTER 1 INTRODUCTION Homework can be a challenge for many students throughout the United States and many teachers find the lack of homework completion by students to be a concern (Buijs & Admiraal, 2012; Cooper, Robinson, & Patall, 2006; Valle, Regueiro, Núñez, Rodríguez, Piñeiro, & Rosário, 2016). Studies have shown some students are resistant to completing homework because of assignment difficulties, time issues, lack of understanding directions, and executive functioning.

meaning the way an individual uses mental skills including working memory, flexible thinking, and self-control to learn, work, and manage daily life (The Understood Team, 2020) among other factors. However, the focus of this study is not on the student or the difficulties they encounter, but rather on the phenomenon regarding which homework assignments are more effective at increasing students’ homework assignment completion as perceived by middle school teachers. It has been noted there is a gap in research that addresses, from the teachers’ perspective, which homework assignments these are. While identifying the role of homework in public education in the United States is beyond the scope of this study, accepting the Oxford Learners Dictionary definition of homework as, “work that is given by teachers for students to do at home” or “work that somebody does to prepare for something” (2019, para.

1) and moving forward from there is a reliable starting place to begin this study. Parents and teachers have concerns when students do not complete homework (Hayward, 2010). Parents may feel overwhelmed when trying to help students with homework which may lead to confrontations with a child who is resistant to doing homework or create struggles for the parent trying to balance other needs of the family (Núñez, Suárez, Rosário, Vallejo, Valle, & Epstein, 2015; Walker, Hoover-Dempsey, Whetsel, & Green, 2004). Teachers across content 2 and grade levels have expressed concern that without homework completion, some students will be disadvantaged and different rates of completion create a lack of equity in learning and preparedness in the classroom (McGlynn & Kelly, 2019).

There is research in support of homework ranging along a spectrum of daily homework through no homework for various grades (Hallatt, Huss, Unsbee, Al-Bataineh, & Chumpavan, 2017; Vatterott, 2018). Much of the research has shifted over the years from what amount of homework is appropriate at different grade levels to what the very reason for homework is or should be (Vatterott, 2018). Studies have been done on assigning homework and types of assignments, but no research was identified regarding the phenomenon of the types of homework assignments, according to middle school teacher’s perspectives, contribute to increasing students’ rate of homework completion. Homework has been a focus of research and questioning almost since the inception of public learning institutions or communities (Hallatt, et al.

The stated purpose of homework has varied from developing organizational skills, critical thinking skills, time management, reduction of test anxiety, and persistence (Bembenutty, 2011). Work by Bembenutty (2011) has revealed benefits for students who completed homework as well as the need for meaningful homework. As demonstrated by Hargis, Patti, Maheady, Budin, & Rafferty, “Many students fail to complete homework, while others do so with low accuracy” (2017, p. This range of completion or lack of completion by students can create disparities and inequalities among students within the classroom and affect the ability of students to collaborate and communicate regarding content.

With the spectrum of student attentiveness to homework and differences in available at-home support, investigating middle school teachers’ perceptions regarding what contributes toward getting students to increase homework completion can offer 3 insight into which homework assignments from middle school teachers’ perspectives are more effective at increasing student homework assignment completion. Research has shown teachers’ concerns about classroom instruction, including the increasing demands on teachers, student apathy, and lack of parental support, among other issues (Chang, 2013; Shen, McCaughtry, Martin, Garn, Kulik, & Fahlman, 2015). This research does not include how teacher perceptions can offer insight into the realities of how one might increase homework completion by students. A problem in many classrooms in many public schools across the United States is students not completing assigned homework and often seeming unmotivated and disengaged (Bennett, 2017; Cooper et al.