Influencing factors in elementary school teachers by proposing homework to students in the Región of Murcia (Spain)
| Autor: | Cascales-Martínez , Antonia, Pamies-Berenguer , Marcial, Carrillo-García, María Encarnación |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: | |
| Zdroj: | Revista Portuguesa de Educação v.34 n.1 2021 Portuguese Journal of Education; Vol. 34 No. 1 (2021) Revue Portugaise d’Education (RPE); Vol. 34 No. 1 (2021) Revista Portuguesa de Educação; Vol. 34 N.º 1 (2021) Repositório Científico de Acesso Aberto de Portugal Repositório Científico de Acesso Aberto de Portugal (RCAAP) instacron:RCAAP |
| ISSN: | 2183-0452 0871-9187 |
| Popis: | The objective of this article is to define the influencing factors in elementary school teachers by proposing homework to students. The study was conducted with a sample of 93 teachers in active service in the Region of Murcia (Spain), who answered a validated questionnaire, through an expert judgment by the Angoff method (Ricker, 2006), which consisted of 35 questions. The analysis of data related to the factors defined such as: Family Involvement, Personal Feelings, Staff Decisions and Assumptions; taking into account the variables defined as: frequency of homework, activities per week and needed to do homework, help us to conclude that there are decisive factors for teachers when proposing homework to their students and these factors are conditioned by the number of days per week that teachers assign homework to their students, the estimated number of activities per week assigned to students, and the time needed to complete the task. El objetivo de este artículo es definir los factores que influyen en los maestros de primaria al proponer tareas a los estudiantes. El estudio se realizó con una muestra de 93 docentes en servicio activo en la Región de Murcia (España), que respondieron un cuestionario validado, a través de un juicio experto por el método Angoff (Ricker, 2006), que consistió en 35 preguntas. El análisis de datos relacionados con los factores definidos, tales como: participación familiar, sentimientos personales, decisiones y suposiciones del personal; Tener en cuenta las variables definidas como: frecuencia de tareas, actividades por semana y tareas necesarias, nos ayuda a concluir que existen factores decisivos para el profesorado cuando propone tareas al alumnado y estos factores están condicionados por el número de días por semana que el profesorado propone tareas al alumnado, el número estimado de actividades por semana asignadas al alumnado y el tiempo necesario para completar la tarea. The aim of this article is to define factors that influence elementary school teachers when assigning homework to students. The study was conducted with a sample of 93 teachers of the Region of Murcia (Spain). Teachers answered a questionnaire, with 35 questions, that was validated through an expert judgment by the Angoff method (Ricker, 2006). The analysis of data defined the factors, and they were: Family Involvement, Personal Feelings, Staff Decisions and Assumptions. Besides, the variables defined as frequency of homework, activities per week and needed to do homework, help us to conclude that there were decisive factors for teachers when giving homework to their students, and these factors were conditioned by the number of days per week that teachers assign tasks to their students, the estimated number of activities per week given to students, and the time needed to complete the tasks. |
| Databáze: | OpenAIRE |
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