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CZECH SECONDARY SCHOOL PUPIL’S ATTITUDES TO HOMEWORK

B. P. Puhrova, K. Klepacova

Abstract

The aim of the presented paper is to illuminate the current situation regarding assigning homework at secondary schools in the Czech Republic and to ascertain secondary school students’ attitudes to economics subjects homework. The importance of homework given from Economics as a subject at the selected secondary schools is discussed using the results from questionnaires completed by secondary school pupils (N=239) in the South Moravian region in the Czech Republic. The data analysis of the pilot study of 15 items and 1 additional open question item introduces the frequency, forms, evaluation and in general the pupils’ attitudes to homework in Economics. The clearest finding of the research was that although pupils do not have excessive homework, they lack the motivation to process them. The homework types and forms do not develop the pupils’ personality, and moreover 61% of the pupils are not motivated to do the homework. According to the findings 23% of the pupils also copy homework from classmates as a way of cheating. The alarmingly low level of pupil engagement with homework is strictly connected with the sense of the assigned homework, even though the pupils consider that the homework is useful for their academic achievement. Research has also shown that some pupils lack feedback. One suggestion to improve the current situation is to give pupils greater motivation and focus on the usefulness of homework for their future career. For economic subjects, applicability is considered essential to change the pupils’ attitudes to homework.

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DOI resolver: doi.org/10.5593/sgemsocial2018/3.5/S13.019

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