Investigation of the causal link between the quality/regularity of homework completion and academic achievement in the "speech practice" bachelor course
Determining the presence of a causal relationship between regular and thorough preparation for homework and the results of training students of the 2nd and 3rd year of study at the Faculty of Foreign Languages of the Higher School of Economi
| Рубрика | Педагогика |
| Вид | дипломная работа |
| Язык | английский |
| Дата добавления | 01.12.2019 |
| Размер файла | 831,0 K |
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b. Moreover, they demonstrated by and large fewer time spent on the homework preparation for each class during the course of Speech Practice;
c. Less students of the third year of study responded to do all the homework for each class (36 % of students of the third year of study as opposed to 46 % of the students of the second year of study);
d. More students of the third year of study stated the fact that they do not see any possible correlation between the regular and qualitative homework completion and the students' academic performance (7 students of the third year of study, as opposed to 2 students of the second year of study);
5. Correlations between observation and survey results
Overall, the observation and the survey complemented each other providing extra support for the conclusions driven from these two stages of the present research separately.
Firstly, the observation helped the researchers to distinguish between students those who were motivated to study, prepared thoroughly and regularly at least 80 % of the homework, attended not less than 80 % of all classes during the observation period and participated actively in the majority of in-class activities. The survey of the students of both observed groups after that reinforced the researchers' assumptions by providing similar opinions of the students themselves about the reasons underlying their academic performance.
For example, regarding those students from the observed group of the second year of study who performed greatly during the observation stage of the present research and then got excellent final marks for the study module. Those students then in the survey revealed the statements, that they actually prepare thoroughly and regularly for each class of the Speech Practice and that they then receive excellent marks on average. This implies, that if an average mark is excellent, then most of the previous marks for the same course must have been excellent or close to excellent as well, because otherwise the average mark would be lower than it was stated in the survey that was conducted afterwards.
Secondly, the observation of the two observed groups and the conclusions made after the observation period was finished, were also by and large supported by the results of the survey on a sample of 100 students (50 from the second year of study and 50 from the third year of study).
For example, the survey results stated clearly that vast majority of students (72 %) on the third year of study do their homework for each class in 80 % of cases or more, and that even greater majority of students of the same year of study (86 %) reported to see at least some correlation between regular and qualitative homework completion and their academic performance.
Thirdly, both the survey and the observation gathered some data that could be of exceptional use for the course designers, moderators and professors teaching it as well, so that they could accustom the course and especially the amount of homework more to what students can actually perform and produce.
Finally, having the data referring to the students' opinion on the existence of the correlation that lies in the hypothesis of the present research, this fact also added up to implicitly and indirectly support the hypothesis.
However, in the survey there were a few odd answers, that did not correlate well with general picture received from the diagrams.
For example, there was an answer sheet from a student of the third year of study, that reported that he / she had excellent average mark for the course "9", but the student did not prepare neither thoroughly, nor regularly their homework for the classes, and even when they did, he / she would generally just look through the materials and tasks and would not go any deeper in completing all the homework.
Thus, it can be also noted that, even if generally the correlation is depicted clearly and undoubtably, there most likely would be some odd results that would not "fit" into any pattern noted previously.
Regarding the bigger picture of the current research, the results of the present study add up to the idea that homework completion, being regular and thorough, improve the academic performance of a student. Hence, homework should not be abandoned as a tool to better a student's academic results and make the knowledge he/she gained more solid so that he/she remembers and utilizes it better.
4. Conclusions
To conclude, this research consisted mainly of three parts.
Firstly, during the observation period that lasted for two months, the researcher attended classes of two groups (one of 2nd year students and one of 3rd year students) and noted their homework completion, in-class participation and then their academic results for tests, projects, oral and written tasks and final exams.
Secondly, after the observation period was completed students of 2nd and 3rd years of study (not only those from two observed groups), a sample of 100 people, 50 students of 2nd year of study and 50 students of the 3rd year of study, were given an anonymous survey with questions for themselves to evaluate how regularly and thoroughly they do their homework for the course of Speech Practice and what their average mark for the course is. Students from two observed groups were also given the same survey but were asked to sign their answers sheets so that it would be possible then to compare their answers to the observation's results for a deeper understanding.
Finally, the data from two sources was compared and analyzed. Having combined the results from different stages and of various groups of students, correlations were clearly demonstrated and compared afterwards.
The researchers concluded that there can be found a positive correlation between homework completion and academic performance of the students of this course. Hence the present research can be used to add up to the idea of the importance and practical value of thorough and regular homework completion to progress in the course of Speech Practice and improve a student's academic performance for the same course.
1. Limitations
However, the results this study should not be generalized over all students and all disciplines for a number of reasons:
1. No personal qualities and differences of the students were taken into account. The research does not tackle individual differences of students' knowledge acquisition process and their correlations with the amount and types of tasks given for homework, the level of ease and eager of students to do the homework, their personal motivation to do homework, etc.
2. No professional and academic differences of the students were analyzed. The research does not incorporate the language level of students before the course, their background knowledge of the topics covered in this course, etc.
3. There was not any examination of homework materials, their general look, their amount, the time on average a student should spend to do them, which may have also slightly alter the results.
4. There might have been some misconceptions in the responses to the survey questions due to personal qualities of the respondents and minor inaccuracies in the language composition of the survey questions, as all sets of questions were designed by the researchers themselves and might have lead to misinterpretations.
2. Future research
The future research may deepen the knowledge about the topic in several ways.
First, the practical part can be repeated in the same or different conditions and the results can be analyzed on different students and with, most likely, different homework materials for the same course.
Secondly, based on the results of this research future scholars can study in more detail what amount of tasks and its' completion would lead to what particular results (i.e. differentiate how much homework an average student should complete out of all tasks to get 9/10 for the course). This would provide a deeper and more detailed understanding of the variables that contributed to a particular student's academic results and how (and in what amount precisely) it can be improved.
Bibliography
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Appendix
Appendix 1. Example of a survey questionnaire.
1. Please write your average mark for the course Practice of Speech ____
2. Please evaluate how regularly you do your Practice of Speech homework on the scale from 1 to 5. Circle the most appropriate option.
5 - do homework every time (for every class)
4 - do homework almost always (miss 1-2 in module)
3 - do homework from time to time (50/50)
2 - do homework almost never (less than 80% not done)
1 - never do homework
3. Please evaluate the quality of your Practice of Speech homework on the scale from 1 to 5. Circle the most appropriate option.
5 - thoroughly prepare all the tasks
4 - thoroughly prepare 80% or more of the tasks
3 - do half of tasks thoroughly and half just look through and/or do not do at all
2 - thoroughly prepare 20% or less of the tasks
1 - just look through the tasks and/or do not do them at all
4. Please evaluate the correlation of how well and often you do homework and your academic achievement at the Speech Practice course on the scale from 1 to 3. Circle the most appropriate option.
3 - see clear correlation (do tasks --> good marks; do not do tasks --> low marks)
2 - see vague correlation (sometimes works, sometimes doesn't)
1 - see no correlation (my marks don't depend on me doing my homework)
5. How much time does it take you to do your Speech Practice homework on average? Circle the most appropriate option.
5 - very much (2 hours or more)
4 - quite a lot (1-2 hours)
3 - regular time (30mins-1 hour)
2 - not much (10mins - 30mins)
1 - almost no time at all
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