Students' Perceptions of Mathematics Teacher Support on Assigned Homework during School Breaks
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| Title: | Students' Perceptions of Mathematics Teacher Support on Assigned Homework during School Breaks |
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| Language: | English |
| Authors: | Florence Kyaruzi (ORCID |
| Source: | Journal of Education and Learning (EduLearn). 2026 20(1):78-86. |
| Availability: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 7 Junior High Schools Secondary Education |
| Descriptors: | Mathematics Teachers, Student Attitudes, Homework, Assignments, Teacher Student Relationship, Student Characteristics, Sex, Mathematics Instruction, Self Efficacy, Institutional Characteristics, Government School Relationship, Boarding Schools, Day Schools, Grade 5, Grade 7, School Schedules, Elementary School Students, Foreign Countries, Elementary School Mathematics |
| Geographic Terms: | Tanzania |
| ISSN: | 2089-9823 2302-9277 |
| Abstract: | Homework is a crucial formative assessment tool that helps to keep students engaged on tasks beyond school hours. This study investigated students' perceptions of teacher support on homework tasks during school breaks. Specifically, it focused on how students perceived the mathematics teachers' support in terms of task quality, feedback quality, and promoting mathematics autonomy. The study also focused on how these perceptions varied by gender and school ownership type, and how they related to students' self-efficacy in mathematics. It was carried out in Dar es Salaam, Tanzania, and involved a random sample of 579 students from six primary schools. Previously validated questionnaire scales were adapted for data collection. The data were analysed by using descriptive statistics, latent mean analyses, and structural equation modelling techniques. Results from the descriptive statistics indicated that students positively evaluated teacher support in homework. Besides, student perceptions did not significantly differ across genders but differed between school ownership. The findings indicate a significant relationship between students' perceptions of teacher support and their mathematics self-efficacy. The findings call for the effective utilisation of homework to augment classroom instructions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495290 |
| Database: | ERIC |
| Abstract: | Homework is a crucial formative assessment tool that helps to keep students engaged on tasks beyond school hours. This study investigated students' perceptions of teacher support on homework tasks during school breaks. Specifically, it focused on how students perceived the mathematics teachers' support in terms of task quality, feedback quality, and promoting mathematics autonomy. The study also focused on how these perceptions varied by gender and school ownership type, and how they related to students' self-efficacy in mathematics. It was carried out in Dar es Salaam, Tanzania, and involved a random sample of 579 students from six primary schools. Previously validated questionnaire scales were adapted for data collection. The data were analysed by using descriptive statistics, latent mean analyses, and structural equation modelling techniques. Results from the descriptive statistics indicated that students positively evaluated teacher support in homework. Besides, student perceptions did not significantly differ across genders but differed between school ownership. The findings indicate a significant relationship between students' perceptions of teacher support and their mathematics self-efficacy. The findings call for the effective utilisation of homework to augment classroom instructions. |
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| ISSN: | 2089-9823 2302-9277 |
