Another popular subject in the student reflections was centered on time to complete assignments. A dominant theme in the reflections was that students wanted an assignment they could finish quickly, but an emerging theme was that students enjoyed having multiple days to complete an assignment. The idea that students could spend less time on homework was stated in a previous chapter, where homework critics Bennett and Kalish argued that homework takes away from family time (as cited by Marzano & Pickering, 2007). These reflection responses also validate the argument from the same authors that teachers should give fewer assignments and only give valuable homework assignments. Finally the reflections showed a recurring theme that students were motivated by the possibility of a good grade in culturally relevant homework assignments. There was also an emerging theme that some students did not complete their assignments because they did not have the necessary supplies at their home. Pool and Milner (2009) were cited in a previous chapter stating that student choices increased student motivation. Homework critics Kravolec and Buell were cited in a previous chapter stating that homework puts a socioeconomically child at a disadvantage since their home environment is not optimal for completing homework assignments (as cited by Marzano & Pickering, 2007). The emerging theme listed above corroborated the cited research. To determine reliability, Cronbach’s alpha was also used. The results from the Cronbach’s alpha were = 0.42, which showed that the survey is a moderately reliable α source of data. This indicated that the trends were different for similar questions in the survey.
Another popular subject in the student reflections was centered on time to complete assignments. A dominant theme in the reflections was that students wanted an assignment they could finish quickly, but an emerging theme was that students enjoyed having multiple days to complete an assignment. The idea that students could spend less time on homework was stated in a previous chapter, where homework critics Bennett and Kalish argued that homework takes away from family time (as cited by Marzano & Pickering, 2007). These reflection responses also validate the argument from the same authors that teachers should give fewer assignments and only give valuable homework assignments. Finally the reflections showed a recurring theme that students were motivated by the possibility of a good grade in culturally relevant homework assignments. There was also an emerging theme that some students did not complete their assignments because they did not have the necessary supplies at their home. Pool and Milner (2009) were cited in a previous chapter stating that student choices increased student motivation. Homework critics Kravolec and Buell were cited in a previous chapter stating that homework puts a socioeconomically child at a disadvantage since their home environment is not optimal for completing homework assignments (as cited by Marzano & Pickering, 2007). The emerging theme listed above corroborated the cited research. To determine reliability, Cronbach’s alpha was also used. The results from the Cronbach’s alpha were α = 0.42, which showed that the survey is a moderately reliable source of data. This indicated that the trends were different for similar questions in the survey.
SELBIE%20final%20final.docx