Abstract

PFEIFFER, Verbra. Homework policy review: A case study of a public school in the Western Cape Province. S. Afr. j. educ. [online]. 2018, vol.38, n.1, pp.1-10. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v38n1a1462.

A key concern today is the question of homework in our nation's public schools. In this study, an investigation was conducted with the first no-homework policy, which has been introduced in one of the primary schools in the Western Cape. This study seeks to determine whether a no-homework policy will validate a positive or negative effect on school children and also intended to determine whether a no-homework policy would be beneficial to South African schools. An interpretive approach to a case study was in place, where an interview was conducted with teachers and the head of curriculum. This case study considered replacement exercises executed at the school to compensate for the homework no longer given to the learners. This study found that no homework has left a more positive effect on learners. However, this study argues that no homework will be a disadvantage in the future. To conclude, this study sought motivating factors that influence learners in becoming successful. Finally, this study proposes that some form of homework ought to be in place in order to help the learner in many aspects of their future life.

Keywords : homework policy; interpretive approach; motivation; negative effect; positive effect; replacement exercises.

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