Views of Parents on Instructional Homework at Elementary School Level, Bulilima District, Zimbabwe

Stella Muchemwa, HOD Languages and Communication Department, Solusi University. muchemwas@solusi.ac.zw
Christopher N. Thebe Dean of Students’ Solusi University. thebecn@solusi.ac.zw

ABSTRACT: Education systems of the world value instructional homework. At elementary school level, both teachers and parents are expected to see to it that students do their homework. The concept of homework is based on the belief that family-based learning positively impacts a child’s learning. However, some studies concluded that homework can cause loss of interest in academic issues among students. Furthermore, it causes fatigue and interferes with important personal and family time. This study focused on what the parents, whose children receive homework from primary schools in Bulilima District, Zimbabwe say about homework. The study used a qualitative research methodology; data was collected through face-to-face interviews and descriptive analysis was applied to the collected data. Findings showed that parents are positive about the homework issue; they find homework valuable to their children for it gives them basis for research and allows for classroom extension work. The study also showed student motivation, academic improvement and student responsibility as positive qualities cultivated by homework. Homework bridges home and school and stimulates parental involvement in their children’s education. Parents welcome aiding their children doing homework for they strongly feel that it is their responsibility. Parents have no challenges with their children’s homework and they applaud a job well done by homework suppliers and markers: teachers. This study recommends for a broader research that can bring new insights to the instructional homework issue.