Volume 4, Issue 3 (September 2025)
IJER 2025, 4(3): 0-0 |
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Sabzeh B, Sahraei F. (2025). Effectiveness of Educational Method without Evening Homework on Learning, Academic Enthusiasm and Parental Satisfaction of Fourth Grade Elementary Students. IJER. 4(3),
URL: http://ijer.hormozgan.ac.ir/article-1-341-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-341-en.html
1- Associate Professor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran , b.sabzeh@cfu.ac.ir
2- M. A. in Educational Sciences, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2- M. A. in Educational Sciences, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
Abstract: (8 Views)
Objective: The present study aimed to evaluate the effectiveness of a pedagogical approach eliminating traditional homework on learning outcomes, academic enthusiasm, and parental satisfaction among fourth-grade elementary students.
Methods: A quasi-experimental design with pre-test and post-test was employed. The study was conducted at Shahid Dehloran Girls' School during the 1401–1402 academic year with 60 fourth-grade students. Participants were assigned, based on pre-existing class structures, to an experimental group (n=30) and a control group (n=30). The experimental group engaged in in-class, skill-based activities in place of traditional homework for one semester, while the control group continued the conventional homework routine. Data were collected through a researcher-developed academic performance test, the Academic Enthusiasm Questionnaire (Fredricks et al., 2004), and a researcher-designed parental satisfaction questionnaire. Data analysis included descriptive statistics, independent samples t-tests, and Analysis of Covariance (ANCOVA).
Results: The results indicated that the pedagogical approach without traditional homework significantly improved student learning, academic enthusiasm, and parental satisfaction compared to the conventional method. These effects were statistically significant at the 99% confidence level (p < .01).
Conclusions: The findings suggest that replacing traditional homework with structured in-class activities can enhance academic performance, foster enthusiasm for learning, and increase parental satisfaction. This approach may serve as an effective alternative to conventional homework practices in elementary education.
Methods: A quasi-experimental design with pre-test and post-test was employed. The study was conducted at Shahid Dehloran Girls' School during the 1401–1402 academic year with 60 fourth-grade students. Participants were assigned, based on pre-existing class structures, to an experimental group (n=30) and a control group (n=30). The experimental group engaged in in-class, skill-based activities in place of traditional homework for one semester, while the control group continued the conventional homework routine. Data were collected through a researcher-developed academic performance test, the Academic Enthusiasm Questionnaire (Fredricks et al., 2004), and a researcher-designed parental satisfaction questionnaire. Data analysis included descriptive statistics, independent samples t-tests, and Analysis of Covariance (ANCOVA).
Results: The results indicated that the pedagogical approach without traditional homework significantly improved student learning, academic enthusiasm, and parental satisfaction compared to the conventional method. These effects were statistically significant at the 99% confidence level (p < .01).
Conclusions: The findings suggest that replacing traditional homework with structured in-class activities can enhance academic performance, foster enthusiasm for learning, and increase parental satisfaction. This approach may serve as an effective alternative to conventional homework practices in elementary education.
Keywords: Homework, Pedagogical approach, Learning outcomes, Academic enthusiasm, Parental satisfaction, Elementary education
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/01/30 | Accepted: 2025/06/2 | Published: 2025/09/1
Received: 2025/01/30 | Accepted: 2025/06/2 | Published: 2025/09/1
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