| Titre : | The Impact of Homework on Students’ Learning Achievement and Performance: Case Study of Second Year LMD Students of English Language University of Saida Dr. Moulay Tahar |
| Auteurs : | OUIS.Chourouk, Auteur ; Dr. N. GUERROUDJ, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | Dr. Moulay Tahar University, Saida Faculty of Letters, Languages and Arts Department of English Language and Literature, 2023-2024 |
| Format : | 68p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | Academic performance, Achievement, Critical thinking skills, EFL learners, Homework. |
| Résumé : | Despite the extensive use of homework as an educational tool, there remains a gap in understanding how it affects students' academic performance in higher education, particularly among EFL learners. This study aims to investigate the impact of homework on student’s academic achievement and performance, focusing on second-year EFL learners at Saida University, Department of English. To achieve the mentioned aim, the investigator adopts a mixed method approach, in which a classroom observation, a students’ questionnaire, and a teachers’ interview are incorporated as data collection tools. Findings reveal that homework positively impacts student learning achievement and performance. The study also demonstrates that when homework is thoughtfully designed and implemented, it can reinforce learning; deepen understanding, and foster critical thinking skills essential for students' success. At the end of the study, a series of recommendations are suggested to improve the effectiveness of homework. |
| Note de contenu : |
TABLE OF CONTENTS
Declaration of originality ….………………………………………………………………. II Dedication ….………………………………………………………………………………. III Acknowledgments ...……………………………………………………………………….. IV Abstract ...……………………………………………………………………………............ V List of contents …………………………………………………………………………..…. VI List of tables …………………………………………………………………………….…. IX List of figures ………………………………………………………………………………... X List of appendices ………………………………………………………………………….. XI List of abbreviations ………………………………………………………………………XII General introduction ………………………………………………………………………. 02 Chapter One: Literature Review 1.1. Introduction…………………………………………………………………………...….5 1.2. A general overview of homework…………………………………………...……….….5 1.2.1. Homework Definition…………………………………………………………..……..5 1.2.2. Types of Homework……………………………………………………………….….6 1.2.2.1. Practice Homework……………………………………………….……….…….…6 1.2.2.2. preparation Homework…………………………………………………...………..7 1.2.2.3. extension Homework……………………………………………….…….....………7 1.2.3. The benefits of homework ……………………………….………………….……….8 1.2.4. The potential drawbacks ………………………………..………………….……..….8 1.3. Importance of Homework for Learners………………………………………......…..10 1.4. Cognitive process involved in homework....…………………………………….…….11 1.4.1. Memory and recall ……………………………………………………………..……11 VII 1.4.2. Critical thinking and problem-solving …………………………………………….11 1.5. Perspective Toward Homework……………………………………………………….12 1.5.1. Student perspective……………………………………………………..……………12 1.5.2. Teacher perspective……………………………………………………..…...……....12 1.6. The Role of the Teacher in Enhancing Homework’s Effectiveness………………....12 1.6.1. Teachers’ strategies for effective homework………………………………...……..12 1.6.2. designing effective Homework …………………………………………..………….14 1.6.3. Applying Bloom’s Taxonomy in Homework Design…………………….………....15 1.7. Conclusion………………………………………………………………………………18 Chapter Two: Research Methodology 2.1. Introduction……………………………………………….…………….………………………..20 2.2. Methodology.………………………………………….………………………………………….20 2.2.1. Mixed Methods Research………………………………………………………………..……20 2.2.1.1. Qualitative Research…………………………………………………….………………….21 2.2.1.2. Quantitative Research………………………………………………..……………….…….22 2.3. Sample Population……………………………………………………………………………….23 2.3.1. Description of The Students’ Profile…………………………………………..….………….23 2.3.2. Description of The Teachers’ Profile……………………………..…………………………..23 2.4. Research Tools…………………………………………………………………………………..24 2.4.1. Observation………………………………………………………………….……………..…24 2.4.1.1. Description of The Classroom Observation………………………………………...…….24 2.4.2. The Students Questionnaire…………………………………………………….……………25 2.4.2.1. Description of Student Questionnaire……………………………………….………….….25 2.4.3. Teachers’ Interview ………………………………………………………………….……….26 2.4.3.1. Description of the Teachers’ Interview………………………………..…………….……..27 2.5. Ethical Issues……………………………………………………………………………………..27 VIII 2.6. Characteristics of Good Research………………………………………………………………28 2.7. Limitations of The Study…………………………………………………………………….…..28 2.8. Conclusion…………………………………………………………………………….………….29 Chapter Three: Outcomes, Data Analysis, and Interpretation 3.1. Introduction………………………………………………………………………...…………….31 3.2.Findings…………………………………………………………………………….……………..31 3.2.1. Classroom Observation……………………………………………………...…….…………31 3.2.2. The Students questionnaire ……………………………………………………...…….…….34 3.2.3. Teachers’ Interview …………………………………………………………………..………42 3.3. Discussion and Interpretation…………………………………………………………….....….47 3.4. Suggestive Solutions and Recommendations…………………………………………..……….49 3.5. Conclusion……………………………………………………………………………….……….51 General conclusion……………………………………………………………………………………53 References………………………………………………………………………………………….….56 Appendix A: Classroom Observation………………………………………………….……………61 Appendix B: students’ questionnaire…………………………………………………….………….62 Appendix C: teachers' interview…………………………………………………………………….65 66..............................................................................................................المستلخص Résumé…………………………………………………………………………………...……………67 Summary………………………………………………………………………………………...……68 |
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