Action Research

Action Research: How to Get Students to Do Homework Daily?

Statement of the Problem

Many students in the 8th-grade class consistently fail to complete their daily homework assignments, leading to gaps in understanding and lower academic performance. The problem is particularly evident in subjects like Mathematics and Science, where regular practice is essential for mastery. Despite reminders and penalties, only about 40% of students submit homework daily. The objective of this action research is to identify and implement strategies to increase daily homework completion rates to at least 80% over a four-week period.

Planning

To address the issue, the following strategies were planned:

1. Incentive System: Introduce a reward system where students earn points for daily homework completion, redeemable for small privileges (e.g., extra break time or a homework pass).

2. Parental Involvement: Send weekly progress reports to parents via email, highlighting homework completion status and encouraging their support.

3. Homework Support Sessions: Offer optional after-school sessions twice a week to assist students struggling with assignments.

4. Student Feedback: Conduct a brief survey to understand barriers to homework completion and tailor interventions accordingly.

Timeline: The intervention will run for four weeks, with data collected weekly on homework submission rates. Resources: Homework tracking sheets, survey forms, email templates for parents, and a point system chart. Expected Outcome: Increase in daily homework completion from 40% to 80%.

Action

The planned strategies were implemented as follows:

Week 1: Introduced the point-based reward system in class, explaining how students could earn and redeem points. Conducted a survey to gather student feedback on homework challenges. Sent initial emails to parents outlining the initiative.
Week 2: Started after-school homework support sessions, attended by 10-12 students per session. Continued tracking homework submissions and awarding points. Sent the first weekly progress report to parents.
Week 3: Adjusted the reward system based on student feedback, adding more desirable rewards like a “class game day.” Increased parental engagement by including tips for supporting homework routines in emails.
Week 4: Maintained all interventions, with a focus on motivating students through public recognition of top point earners. Conducted a final survey to gauge student perceptions of the interventions.

Observation

Data on homework completion was collected daily and analyzed weekly:

Week 1: Homework completion rate increased to 55%. Students reported that time management and lack of understanding were major barriers (survey results).
Week 2: Completion rate rose to 65%. After-school sessions were popular among struggling students, and parental feedback indicated increased involvement at home.
Week 3: Rate reached 75%. The adjusted rewards and parental tips appeared to boost motivation. However, some students still cited procrastination as an issue.
Week 4: Final completion rate was 82%. The combination of rewards, support sessions, and parental involvement sustained student engagement. The final survey showed that 70% of students felt the reward system motivated them, and 60% appreciated the support sessions.

Additional Observations:

Students who attended support sessions showed significant improvement in homework quality.
Parental involvement was inconsistent; about 60% of parents responded to emails or discussed homework with their children.
Some students initially resisted the system but became more engaged after seeing peers earn rewards.

Reflection

The action research successfully increased daily homework completion from 40% to 82%, meeting the target. The reward system was the most effective strategy, as it provided immediate motivation, while after-school sessions addressed skill gaps. Parental involvement was helpful but less impactful due to varying levels of engagement. Procrastination remained a challenge for some students, suggesting a need for additional time-management strategies.

Strengths:

The multi-faceted approach (incentives, support, and communication) addressed different student needs.
Student feedback helped refine interventions, increasing their effectiveness.
The support sessions fostered a positive teacher-student relationship.

Weaknesses:

Parental involvement was not universal, limiting its impact.
The reward system may not be sustainable long-term due to resource constraints.
Some students required more individualized interventions to address procrastination.

Future Actions:

Integrate time-management workshops into the curriculum to address procrastination.
Explore low-cost, sustainable incentives, such as peer recognition or academic privileges.
Develop a more robust communication platform (e.g., a parent app) to enhance parental engagement.
Conduct a follow-up study to assess the long-term impact of these interventions on homework habits.