Educators' perceptions of a no-homework policy in South African independent primary schools

Abstract

In recent years, homework has been in the spotlight, seen as an essential tool in making teaching and learning smoother for stakeholders (educators, learners, and parents). The literature, however, suggests that there is little relationship between homework and learners’ performance in primary schools. Therefore, some schools believe that eliminating homework and adopting a no-homework policy can create better relationships and the achievement of improved learning outcomes. In South Africa, a homework policy is usually adopted within each school’s stated guidelines; nonetheless, there is, as yet no nationalised policy document that institutes a no-homework policy. With the changing context of the nucleus family structure and the evolving nature of schooling, there is a shift from assigned traditional homework to that of no-homework in some primary schools. There are limited studies on educators' perceptions of such a no-homework policy and its influence on learners' academic performance.

The study aimed to investigate educators' perceptions of a no-homework policy and its influence on learners' performances in two no-homework independent primary schools. A total of ten educators were purposively selected in the Gauteng province. Data was gathered using a qualitative case-study design with semi-structured interviews and document analysis in conjunction with the student engagement theory of Alexander Astin. A thematic data analysis procedure was used to analyse the collected data. The researcher elicited responses from the participants based on their perceptions of the adoption of a no-homework policy and its influence on learners' performances in the respective schools. The study's findings revealed the adoption of a no-homework policy as a non-academic content-based task. It further revealed differences in educators' perceptions of adopting a no-homework policy. Most educators, however, would like homework to be used to reinforce learning. The study highlights how the department of education and independent schools may revisit the homework policy to better implement homework in schools.