Practices On Capitalizing The Homework In The Didactic Process
Year: 2019
Type: conference-paper
Study design: Observational Study
Abstract: The research was done at the request of the Romanian Ministry of Education and is part of the study make by the Institute of Educational Sciences following the public debate on homework. The research focuses on the capitalization of homework in the teaching process. The analysis was made according to the time when the homework was certified, the form of checking, and the verification methods were performed. The analysis took into account the participants residence environment, the gender of the students, the specifics of the subjects and the level of education. From the analysis of the responses received from students and teachers, which refer to time, it turns out that the majority of teachers check the theme in the next hour. The fact that some teachers admit that they do not have time to check homework, as well as students who say that they are not checked, are considering the possible factors that could influence this process: the number of students in the classroom, the lack of motivation of the teachers, the burden with various stressful tasks. Regarding the form of assessment, the front check is predominant, according to both teachers and students. Regarding the way of verification, teachers answers show a balance between discussing the difficulties encountered with the students, verifying the notebooks and the oral verification. The students responded that the check was made in a large percentage by discussing the difficulties encountered, checking the notebooks and evaluating on paper.
Author: Carmen – Gabriela Bostan*
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W2968046672