An Investigation into the use of positive reinforcements as a motivational

strategy for Grade ten students to complete homework assignments and

improve academic performance in Information Technology.

An Action Research Project Submitted to the

Faculty of Humanities and Education
in Partial Fulfillment of the
Requirement for the Degree of Bachelors of Education
in Computer Science

Presented to the
University of the West Indies (Mona)

By

Paul Scott
May 2010
 TABLE OF CONTENTS

ABSTRACT…………………………………………………………………………………....

SECTION 1: Background and Research Methodology

Description of the Background …………………………………………………………………...3

Statement of the Problem…………………………….……………………………………............5
Research Question……………………………………………………….......................................5
Limitations………………………………………………………………………………………...5
Terminologies……………………………………………………………………………………..6
Importance of the Study…………………………………………………………………………...7
Methodology………………………………………………………………………………………8

SECTION 2: Literature Review and Findings

Literature review………………………………………………………….……………………...10
Results and Findings……………………………………………………………………..............15
Discussion………………………………………………………………………………………..20

SECTION 3: Conclusion and Recommendations

Conclusion…………………………………………………………….........................................22
Recommendations…………………………………………………………………….………….23
References…………………………………………………………………………….………….24

Appendices

Appendix A - Student Questionnaire.…………………………………………………...27

Appendix B - Teacher Questionnaire…………………………………………………...29
Appendix C - Homework Checklist…………………………………………………….31

2
ABSTRACT

With the common problem of homework completion and students’ performance, this action
research attempted to gain insights into the positive reinforcements’ strategy that will increase
student motivation to complete homework assignments and possibly improve academic
performance. The participants in this study came from one public high school and the data
sources included questionnaires from students and teachers as well as observation of class lesson.
The participants included thirty five tenth grade students in Information Technology and four
Information Technology teachers.

The intervention took place over a period of time six weeks and covers students receiving
homework assignments in Information Technology on a continuous basis. The students were
given a practical and a written assessment at the end of the period. Their performances were
compared with performances before the intervention.

The results imply that positive reinforcements might be a useful way for teachers to motivate
students to complete their homework, but there no direct connection between rewards and
homework completion were found. It also discovered that students who completed homework
assignments, performed better academically as well as develop a sense of self esteem.

3
SECTION 1

4
DESCRIPTION OF THE BACKGROUND

Students’ performance should be a cause for concern in our society today. There are several
theories on what may help students to improve their performance in Information Technology.
One of the main ideas for student achievement has been the use of homework. All over the
world, homework is used to help students practice the skills they have learned in the classroom.
There is a strong correlation between homework and performance achievement. ‘There was
generally consistent evidence for a positive influence of homework on achievement’ Cooper, H.,
Robinson, J. C., & Patall, E. A. (2006). In other words, achievement can be obtained as a result
of completing homework. Webster’s New Millenium Dictionary of English (2007) defines
positive reinforcement as “the offering of desirable effects or consequences for a behaviour with
the intention of increasing the chance of that behaviour being repeated in the future.”

For too long, students have failed to complete their homework on time and submit it and this
result in students performing poorly on internal and external assessments. Students’ lack of
completing homework has also impacted on the teaching learning process. When homework is
incomplete or not completed at all, it impacts the way in which students approach problem
solving questions, it reduces students’ participation in class activities and it becomes difficult to
assess their ability to work on their own. When students complete their assignments it is evident
that they are able to move forward in the class because of class participation. Completing
homework provides valuable learning practice and experiences.

Somehow, students are lacking motivation to complete assignments, thereby resulting in poor
performance. In simple terms, motivation is the process of boosting the morale of students to
encourage them to willingly give their best in accomplishing assigned tasks (www.radical-
leadership-management.com). Motivating the students should not be the responsibility of the
teacher or school only, but should include the parents, family friends and all stakeholders of the
student. Motivational techniques are often employed by teachers to encourage students to
perform well. Many of these techniques foster extrinsic motivation, meaning that students are

5
either offered rewards or threatened with some type of negative consequence in order to lead to a
desired action or behaviour (Viadero, 1999). However, it is not the idea of this researcher to
focus only on extrinsic motivation as this is not a sustainable method of motivating students.
The researcher intends to examine intrinsic motivation which is critical in sustaining the
students’ appetite for improving academic performance.

Using positive reinforcement is important to ensure homework completion compliance. The

purpose of this study is to identify positive reinforcements that will motivate students to
complete homework in order to improve performance in Information Technology. Teachers may
be guilty at times when they failed to clarify directions and be convinced that students
understand the content as well as the homework assignments fully and accurately before the end
of the contact time and this contributes to a lack of homework compliance.

During my practice I observed that enough time is not given on the school’s curriculum to
complete classwork and therefore students are given homework assignments to complement the
class time. It is judicious to anticipate that a teacher’s skillful use of reinforcements can
contribute to overall student academic performance and achievement. This can be done if proper
positive reinforcements of students are used. Such positive reinforcements may include but not
limited to verbal and written connections, eye contact, body language, and of course, prizes,
which may include something as simple as a star sticker (Gaddy, Marzano, Norford, Pickering &
Paynter, 2001). Motivation may also contribute to greater effort, enthusiasm, higher self esteem,
(Britner & Pajares, 2006) and possible higher academic performance.

I believe that there are studies that suggest there are pitfalls to any type of reinforcement.
Students become more extrinsically motivated as opposed to intrinsically motivated and as a
result may become focused on external rewards and consequences. Nonetheless it is possible
that these tools may help to steer a student towards greater performance, achievement and
success in the learning environment.

6
STATEMENT OF THE PROBLEM

This action research seeks to investigate the use of positive reinforcement as a motivational
strategy for grade ten students to complete homework assignments and improve academic
performance in Information Technology. It will also seek to develop strategies to improve
students’ perception towards completing homework assignments.

RESEARCH QUESTIONS

The researcher is interested in finding out the following.

1. To what extent are students completing Information Technology homework assignments?

2. What are the reasons for not completing or completing homework assignments?

3. To what extent are homework assignments improving students’ performance?

4. What effects do positive reinforcements have on students’ perception of completing

homework assignments?

5. The extent to which positive reinforcements are used as motivational tools to improve
students’ performance?

LIMITATIONS

The research will not be able to cover the following areas;

° The factors that contributes to students failing exams (internal, external).
° The factors that affect students’ ability to learn.
° The factors at home that may contribute to the problem.

7
TERMINOLOGIES

Homework Assignment - tasks assigned to students by school teachers that

are meant to be carried out during non-school hours.
(Cooper, 1998)

Positive Reinforcement - a behavior is followed by the presentation of an appetitive

stimulus, increasing the probability of that behavior.

Motivational strategies - are practices that are employed to generate more motivation
and to unite with the original motivation you have always
had.

IMPORTANCE OF THE STUDY

In my personal classroom experience I have noticed that students fail to submit homework
assignments. They will give varying reasons for not submitting the assignments. I believed that
homework assignments are necessary for teachers and students as it allow for students to have a
better understanding of the subject matter and practise.

I have observed that positive reinforcement in the classroom allows teachers to build a bond with
students that will stimulate effective teaching/learning in the classroom. Various uses of
reinforcements, including both positive and negative, have been studied in different settings to
find their effectiveness. According to Brimner (1982), “positive and negative reinforcements had
definitive effects on individuals and both are more effective than using no reinforcement at all”
(p. 58). My experiences have yielded similar responses with positive reinforcements.

As I seek to become more aware, this action research is being conducted to provide qualitative
data to enable educators and education administrators to design and implement measures that

8
will encourage positive reinforcements as a strategy for students to complete homework
assignments. It is hoped that at the conclusion of this research educators will also be able to
reflect on their practice and review their strategy for assigning homework as well as methods to
ensure students complete the assignments and improve their performance.

9
METHODOLOGY

The participants in this action research were students in grade ten at a secondary level public
school. There were thirty-five students in the information technology class with a thirty five
percent average in class assessment (test).

Length of study:
The study took place over a six week period starting Mid March 2010 ending May 2010.

Method:
The students will be given homework assignments at intervals. Positive reinforcements such as
written and verbal comments, tokens, smiling face and stars will be given to students who
complete their assignments and submit it for marking. Following three weeks period, the class
will be given internal assessments. The purpose of the assessments will be to compare students’
performance to identify the level or lack thereof, of improvement in academic performance.

Analysis:
The data in this action research will be collected from a number of sources. These sources
include assessment scores, questionnaires from teachers and students and percentages of return
homework assignments. The students will be able to demonstrate their competencies by
completing the homework and assessments. The result is expected to show quantitatively the
students who performed better or worst off.

Intervention:
Students are given homework assignments once per week at the end of class. A list is prepared
as to the students who submit the assignments and matched with those students who were present
at class. At the end of class at which the homework assignment is given, the students are asked
to state their own understanding of the homework. This is a check and balance to ensure that the
students understand the homework.

10
The students are given a star for submitting the homework on the due date. The homework is
then checked and positive reinforcements are given when the homework is marked. The positive
reinforcement will depend on the extent to which corrections are made or the extent to which the
homework is completed accurately. Items such as stationery, smiling face, stars and in rare
instances lunch is provided for the student.

The students’ performances are checked using a checklist. Performance check includes;
participation in class discussion and activities and the depth and details of the discussion. Also
two internal assessments were conducted and the results analysed.

11
SECTION 2

12
LITERATURE REVIEW

The extent to which students’ complete homework assignments.

Pedagogical philosophies play a role in the type of homework assigned. Teachers with a
behaviorist leaning may believe that reinforcement is the key to learning and favour repetitive
drills. On the other hand, those teachers who are more inclined toward experiential learning may
prefer more open-ended problem-solving projects. Teachers may also assign homework
assignments without any specific purpose in mind other than to keep students busy or because it
is mandated by the curriculum or textbook.

Skinner argued that behaviour is more likely to reoccur if it has been reinforced or rewarded.
Thus reinforcement can be used to strengthen existing behaviours, as well as learn new ones. As
a behaviourist, I am of the view that positive reinforcement can be used to enhance students’
motivation towards completing homework assignments. This is not a sustainable benefit,
however similar to the stimuli used in Skinner’s research on behaviour; I am contending that
positive reinforcement can be used as the stimuli that will stimulate the students to complete
homework assignments.

In Information Technology class, homework is assign for a variety of reasons and whether the
underlying rationale is that reinforcement is necessary or that academic performance is achieved
by doing it, it is clear that involvement in Information Technology activities beyond the limited
period of class time enhances learning and promotes the creation of neural synapses that
constitutes learning.

The reasons for not completing or completing homework assignments.

There are challenges that are faced by students when they attempt to complete their homework
assignment. From the questionnaire completed by the students and teachers, the following have
been identified as possible reasons for not completing homework assignments. The students;

13
- have no interest in the topic/ subject
- lack the motivation to complete their assigned work
- have too much chores to do at home

All these circumstances can crowd out time for completing homework. To sum up, it indicates
to me that the students need a reason for completing homework assignments.

The failure of the education system to properly educate, stimulate and challenge the creative
minds of our students contributes to the value given to aspects of education such as homework
assignments. The problem arises wherein the educational system, in an attempt to reduce
pressure on the student and increase work load for the teacher because the students are not
performing only causes an increase in assigning the workload to the student without much value
being place on work and neglecting to state a purpose of other important areas such as homework
assignments. Lack of clarify and insufficient comprehension of the purpose and directions of
homework are causes of student failure or inability to complete a homework assignment.

What extent is homework assignment improving students’ performance?

Cooper (2001) has provides a definitive resource as to the question of whether homework works.
His findings can be listed as:
Homework is better than no homework at all
The older the students, the greater the benefit from homework
There is a positive correlation between the amount of homework (number not length) and
performance
Homework, as opposed to school supervised study is better, especially for older students
Homework is useful for students with special needs but must be appropriate (not too long or
complex)
There is a positive correlation between the amount of time a student spends on homework and
outcomes.

14
The more homework students complete, especially from grades six to twelve, the better they
perform academically in school, according to research conducted by psychologists Harris
Cooper, Ph.D., James J. Lindsay, Ph.D., and Scott Greathouse, Ph.D., of the University of
Missouri, Columbia and psychologist Barbara Nye, Ph.D., of Tennessee State University (online
at http://www.scienceblog.com/community/older/1998/A/199800413.html accessed may 15,
2010). The research also demonstrates that parental attitudes toward homework play an
important role in their children's education. More homework assignment would normally mean
that a student would practice more work and therefore would to some extent should perform
better academically in school. It should be pointed out that just completing homework
assignment by itself will not improve academic performance, but completing homework
assignments consistently and with a certain level of understanding will certainly stimulate
improved academic performance.

Whilst the amount of homework completed by students was positively related to their
achievement in school, the study demonstrates that the relationship between homework
completed and achievement is strongest at upper grades and for teacher-assigned grades.
(Cooper, et al)

The effect positive reinforcements have on students’ interest in completing homework

assignments.

Cooper (2001) identifies both positive and negative consequences of homework. Homework can
result in “immediate achievement and learning,” long-term academic success, non-academic
outcomes, and greater parental appreciation of and involvement in schooling. The negative
effects include “satiation,” “denial of access to leisure time and community activities,” cheating
and “increased differences between high and low achievers.”

The Science of Health Promotion, an American Journal of Health Promotion, states that positive
reinforcement through the use of rewards and incentives is generally accepted as an effective
technique to change behaviour and is regularly used to help raise children, teach students, and
motivate workers. However, I do not consider positive reinforcements through rewards and

15
incentives promote lasting behaviour change, since rewards cannot be given forever. Positive
reinforcement does not necessarily have to be in the form of rewards that will change students’
behaviour. There are other forms of positive reinforcements. Positive reinforcements may
include but not limited to verbal and written connections, eye contact, body language, and of
course, prizes, which may include something as simple as a star sticker (Gaddy, Marzano,
Norford, Pickering & Paynter, 2001).

Therefore, is it safe to say that positive reinforcement can be used to encourage and motivate
students to complete homework assignments?

Skinner (1968) indicates that, teachers are not able to directly change a student’s behaviour, but
they may influence the behaviour by using positive or negative reinforcement. In other words,
reinforcement has an impact on students’ behaviour.

The extent to which positive reinforcements are used as motivational tools to improve
students’ performance.

Behaviorists argue that rewards, or extrinsic motivators, can enhance students’ performance,
while cognitive research claims the rewards can create dependency on tangible reinforcements
(Bowers, 1994). As a behaviourist you would see the reasons for me considering positive
reinforcements which include extrinsic motivation, as motivational strategies to stimulate
students to complete homework assignments and improve their academic performance.

There is a consensus of opinion that “appropriate homework is less about set hours, than
engaging tasks that extend classroom learning and, wherever possible, tap into the children’s
interests” (Dolan, 2004). This demonstrates the cry that the policy makers should look at a
policy to deal with homework assignments and not leave it up to the educators to set their own
schedule.

New South Wales Department of Education homework policy has identified a number of
benefits that can be derived from completing homework assignments. Some of the benefits

16
identified include it strengthens home-school links, it allows for practising, extending and
consolidating work done in class, teaches students how to plan and organise their time, it
develops students' research skills, it establishes habits of study, concentration and self-discipline
which will serve students for the rest of their lives. It also reaffirms the role of parents and
caregivers as partners in education and provides them with insights into what is being taught in
the classroom and the progress of their children.

Positive reinforcement ranges from token to parents’ involvement to sports. Positive

reinforcement as described by the American Psychological Association is a ‘behaviour is
followed by the presentation of an appetitive stimulus, increasing the probability of that
behaviour’. In other words, a stimulus (positive reinforcement) will increase or cause the
behaviour to re-occur over and over; thus, stimulating the students’ response to continuing
completing homework assignments.

“There is a positive association between the amount of homework that students complete and
their grades” (Bempechat, 2004, p.191). This means that students’ homework affects their
ability to perform and ultimately their grades. Therefore, if no homework is done then the
student’s performance is lowered and their grades will suffer. Similarly, students who do their
homework assignments will improve their academic performance and ultimately improve their
grades.

17
RESULTS AND FINDINGS

There were thirty five respondents who answered the questionnaire. The results are show in
percentage. The questions to the research questions were analyzed and the results presented.

18
 7%
13% 25%
Always

Sometimes

Few times

Never

55%

Figure 1 The extent to which homework assignments are completed

The respondents in figure 1 were asked how often they did homework assignment in Information
Technology. This shows the extent to which students complete homework assignments in
Information Technology. More than fifty percent of the respondents indicated that they complete
their homework assignments sometimes. Seven percent of the respondents responded by saying
that they never completed their homework assignments for all kinds of reasons.

Forgot
Did not understand
11%
27% Chores at home
24% Waste of time
Boring
7%
Not motivated to
6% 8% 17%
Other

Figure 2. Reasons for NOT completing homework assignments

The respondents in figure 2 indicated a number of reasons they were unable to complete their
assignments. Students forgetting to complete their assignments accounted for the largest percent
of the respondents. Twenty four percent indicated that they were not motivated to complete their
assignment and therefore they did not complete it. Other reasons include; the students were not
at school when the homework was given, and that they could not bother to do the assignment and
were engaged in after school activities such as sports and clubs.

19
 Improve in class
14% discussion
27%

Get better grades

Become more
59%
knowledgeable in
the content

Figure 3 The extent to which homework is improving students’ performance

The respondents in figure 3 indicate the extent to which they improve or do not improve when
they complete homework assignments. Fifty nine percent of the respondents indicate that they
receive better grades when they complete homework assignments. It should be noted that none
of the respondents indicated that they did not improve academically when they complete
homework assignments. In other words, the respondents who responded by saying that they
completed homework, improved one way or another academically.
35

30
Percentage of Respondents

25

20

15

10

0
Verbal Written Sticker Sm iling Stationery Other
rem arks rem arks face

Figure 4 Types of reinforcements received by students

The respondents in figure 4 indicate the various types of responses received when they complete
homework assignments. Verbal and written comments accounted for forty five percent of the
total respondents. The figure therefore demonstrates that the respondents prefer some type of
tangible positive reinforcements as a motivating factor to complete homework assignment.

20
Students were asked to make multiple options with this question. Other responses included food
such as lunch or snacks and in few cases money.

A few teachers who taught the subject were asked to complete a questionnaire. This was done so
as to get their feedback as well as the strategies they used to motivate students. The teachers
were also asked to indicate if they observed any improvement in the students’ performances
when they complete homework assignments. The results are as follows;

1. All the teachers who responded to the questionnaire (4 teachers) indicated that they
used extrinsic motivation as a strategy to motivate students to complete their
homework. They listed verbal and written comments, sticker, smiling face stationery
and in other cases they indicate cash were used as motivating strategies. One teacher
indicated that she gave public commendation as a motivating strategy. Public
commendation means the student/s are reward in devotion or some public gathering
where all or most students present.

2. One hundred percent of the teachers responded by saying that when students
complete their homework assignments they perform better in class, get better grades
in assessments and improve academically. They also noted that the students are more
responsible for their own learning and that they improve in self confidence and self
esteem.

3. The respondents to this questionnaire indicated that students’ needs, a desire to help
students to become competent and the ability for students to demonstrate their
knowledge and skills, were all responses to why the teachers gave assignments. At
least one respondent indicated that there was no real reason except to keep the
students occupied and read ahead.

21
 90
% of Respondents 80
70
60
50
40
30
20
10
0
Yes No

Figure 5 Positive reinforcements as a motivational tool

4. Figure 5 showed that eighty percent of the teachers who responded to the
questionnaire state that they used positive reinforcements as a motivational tool for
students to complete their homework assignments.

The students were given an assessment following the weeks of intervention. The result is a
follows;

20%

Improve
academically

Get better grades

50%

Performs more in
30%
class discussion

Figure 6 Students performance after intervention

The figure above indicates how the students performed after they had participated in the
intervention which seeks to give students homework assignment on a regular basis. Improving
academically accounted for fifty percent of the students who completed their homework.

22
DISCUSSION

The result for the intervention showed that there were conclusive evidence to indicate that
students who complete homework assignments performed better academically in school. This
according to Bowers (1994), rewards or extrinsic motivators can enhance students’ performance.
Teachers need to provide positive verbal encouragement for homework that was well done
(Brewster & Fager, 2000). Marzano, Pickering, & Pollock also support that positive verbal
recognition has sizeable effects on student success. “It appears obvious that abstract awards –
particularly praise – when given for accomplishing specific performance goals, can be a
powerful motivator for students.” (2001, p. 57-58)

Although only one teacher indicated that they gave homework assignments just because they
need to keep the students occupied, this should not be practiced. The students should be engaged
in meaningful and challenging activities when completing homework assignments. Zammit
(1997, p.44) takes the approach by providing a list of ‘Should Nots’ for teachers. The book is
targeting primary teachers; however I feel that the content is still relevant. So Zammit states that
homework should not be finishing off what the teacher didn’t get done in class, be seen as a
punishment, or even extra practice for someone who is already experiencing difficulty.
Rademacher also found that what a teacher says and does to present an assignment can be pivotal
to whether or not a student completes the assignment with any success. (Rademacher, 2000)

Some students may see homework as a way of the teacher trying to complete the content. There
is no concrete evidence to prove if this is so or not, however students need to see the importance
of homework completion as there is a strong correlation between homework completion and
improved academic performance.

Gaddy et al (2001) makes reference to positive reinforcements such as verbal and written
connections as well as stars and stickers, may be considered motivational strategies. The concept
of intrinsic motivation was an important challenge to behaviorism. Lepper’s (1987). However
there is research to proved that “extrinsic motivators diminish one’s interest in learning because
the goal becomes the reward rather than their learning” Malone and Lepper (1987). This

23
corroborates results from this study where teachers indicated that positive reinforcement was an
excellent motivating tool, but not a sustainable effort.

24
SECTION 3

25
CONCLUSION AND RECOMMENDATION
Conclusion
Time was limited and the sample was small in executing this action research and as a result there
was no definitive connection between positive reinforcements and completing homework
assignments. There are strong beliefs from students and teachers that there is a preference for
positive reinforcements as a motivational strategy for students to complete homework
assignments. The results however indicated that teachers who employ positive reinforcements in
terms of tokens suggested that they were not sustainable even though this type of positive
reinforcements was preferred by students.

Students do complete homework assignments, but because of varied reasons they do not submit
it, including the lack of teachers marking and returning the homework assignments on time. Of
course this may due to the limited time that teachers have to mark assignments, complete lesson
plans, prepare lessons and find resources to execute the lesson as well as the time they have to
spend on disciplinary issues and other admin work. Nevertheless, students should be encouraged
to complete homework assignments as there is a direct correlation between completing
homework assignments and performance.

26
Recommendations
Teachers feel that because the students range from 14 to 16 years old they do not need external
positive reinforcements to do something. It is recommended that teachers continue to use a
variety of positive reinforcements to reward and motivate students to complete homework
assignments and improve performance. It is therefore important for teachers to identify the goals
or objectives of an assignment before it is actually given so that it can be meaningful, interesting
and challenging to the students and enabling them to develop a positive attitude towards
completing homework assignments. It is also necessary for teachers to maximize the
effectiveness of homework so that students can produce the quality of homework that will carry
them in achieving academic improvement and success.

Evidence from the research proved that students perform better when they complete homework
assignments. Students should continue to realize the importance of homework assignments as
this can become a critical factor in their ability to perform better academically. As a result, the
institution and by extension the administrators and policy makers of the education system should
attempt to develop policies and action plans to possibly make homework compulsory.

27
REFERENCES

American Psychological Association (1998, March 4). Research Shows Homework Does Boost
Academic Achievement; But Overemphasizing Grades And Performance May Lead To
Cheating. Science Daily. Retrieved May 13, 2010, from
http://www.sciencedaily.com/releases/1998/03/980304073520.htm

Bowers, D. & Burrell, R. (1993) "Enhancing the quality of student-centred mathematics" in:
Shaw, M. & Roper, E. (Eds) Aspects of Educational and Training Technology XXVI:
Quality in Education & Training, Kogan Page, London, UK

Brewster, C., & Fager, J. (2000). Increasing Student Engagement and Motivation: From Time-
on-Task to Homework. Northwest Regional Educational Laboratory.

Brimner, L. (1982, January). The Effects of Praise and Blame on Writing.

The English Journal, 71(1), 58-60.

Cooper, Harris M. (2006). The battle over homework: common ground for administrators,

teachers, and parents. (3rd ed.) New York: Corwin Press

Cooper, H., Lindsey, J.J., Nye, B., & Greathouse, S. (1998). Relationships among attitudes about
homework, amount of homework assigned and completed, and student achievement.
Journal of Educational Psychology, 90, 70-83.

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic

achievement? A synthesis of research, 1987–2003. Review of Educational Research,

76(1), 1–62.

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Cooper, H., & Valentine, J. C. (2001). Using research to answer practical questions about

homework. Educational Psychologist, 36(3), 143–153.

DET (2000a) Homework, New South Wales Department of Education (Online), Retrieve on May
10, 2010 from http://www.schools.nsw.edu.au/gotoschool/a-z/homework.php

DET (2000b) Homework Policy, New South Wales Department of Education (Online),
Retrieve on May 10, 2010 from
https://www.det.nsw.edu.au/media/downloads/languagesupport/homework/hw_english.p
df

Dolan, K. (2004), ‘Getting the Balance Right’, The Age, 26 April 2004.

Gaddy, B., Marzano, R., Norford, J., Pickering, D., Paynter, D. (2001). A Handbook for
Classroom Instruction that Works. McRel.

Marzano, R.J., Pickering, D.J., Pollock, J. E. (2001). Classroom Instruction That Works.
Alexandria, Virginia:

Lepper, M.R. and Malone, T. (1987). Intrinsic Motivation and Instructional Effectiveness in
Computer-Based Education. In: R. Snow and M. Farr. (Eds.), Aptitude, Learning and
Instruction: Conative and Affective Process Analyses, Lawrence Erlbaum Associates:
Hillsdale, NJ

Rademacher, J. A. (2000). Involving Students in Assignment Evaluation. Intervention in School

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Skinner, B.F., (1968). The Technology of Teaching. New York: Appleton-Century Croft.

Webster’s New MillenniumTM Dictionary of English, Preview Edition (v 0.9.7) Lexico

Publishing Group, LLC

Zammit, K. (1997), The PETA Guide to Homework: Handbook for Parents and Teachers,
Primary English teaching Association, Newtown.

Zentall, S & Goldste, S (1998) Seven Steps to Homework Success: A Family Guide to Solving
Common Homework Problems. Florida, Speciality Press.

30
APPENDICES

Student Questionnaire

Kindly answer the questionnaire as fairly and accurately as possible.

Gender
o Male
o Female

How often do you complete homework assignments in Information Technology?

o Always
o Sometimes
o Few times
o Never

What are the reasons for not completing assignments?

o Forgot
o Did not understand
o Chores to do at home
o Waste of time
o Boring
o Not motivate to
o Other ________________________

When I complete homework assignments I;

o Get better grades
o Perform better in class
o Improve academically
o No improvement
o Other ________________________________________________

The amount of assignments I receive is

o Too much
o Just enough
o Not enough
o Very little

What motivates you to complete homework assignment in Information Technology?

o I understand the homework
o The teacher motivates me
o I know I will be able to understand the subject better
o I am able to get additional help from family members
o Other _____________________________________

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What positive reinforcement/s do you receive for completing homework assignment in
Information Technology?
o Verbal remarks
o Written remarks
o Sticker
o Smiling face
o Stationery (Pencils, bookmarks, erasers, decorative notebooks, etc.)
o Food (candy, lunch, etc.)
o Other ___________________________________________

What other positive reinforcements do you suggest could help the teacher to arouse students’
interest in completing their homework?

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Teacher Questionnaire

How do you deal with students when they do not complete homework assignments?

Do you assign homework regularly?

o Yes
o No

What strategies do you use to motivate your students to complete their homework?
o Intrinsic
o Extrinsic

What positive reinforcement/s do you give students for completing homework assignment in?
o Verbal remarks
o Written remarks
o Sticker
o Smiling face
o Stationery (Pencils, bookmarks, erasers, decorative notebooks, etc.)
o Food (candy, lunch, etc.)
o Other ___________________________________________

The amount of assignments I give is

o Too much
o Just enough
o Not enough
o Very little

How often do you give homework in Information Technology?

o Very often
o Often
o Not so often

What motivates you to give homework assignments in Information Technology?

What other positive reinforcements do you suggest could help you or other teachers to arouse
students’ interest in completing their homework?

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When students complete their homework assignments they
o Perform better in class
o Get better grades
o Improve academically
o Other __________________________________________________

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Homework submission checklist

Name of Student Date of Homework Date of Submission Homework Checked

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