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Effectiveness of Homework

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EFFECTIVENESS OF HOMEWORK; IN TEACHING AND LEARNING IN PRIMARY SCHOOLS IN KENYA.
Homework is such a stress! Teachers, pupils and parents often make this statement. Considering homework as part of schooling, it is fascinating how much everybody finds it stressful and uncomfortable. Except for the occasional projects, primary school pupils in Kenya, from pre- school, lower primary and upper classes, think of homework as boring, repetitative and a waste of their leisure, T.V, story, movie and playtime. In addition, for some it prevents them from exploring and discovering new stuff. For them homework, is an obstacle and not part of learning. The teachers also continuously complain about the coverage of the extensive Kenyan syllabus in relation to the time they spend on checking, marking, correcting and grading homework. On the other hand, parents consider the duty of supervising homework as a burden; an alternate between household chores and fury mixed with tears. If pupils cannot stand it, teachers do not like marking and parents do not like standing over their children, why do we still want to stress on its ultimate effectiveness in teaching and learning in primary schools?
The primary school pupils may not always view homework as a pleasant experience, but if the assignment serves, a good purpose and parents are involved in reinforcing the completion of the tasks, and then homework becomes an effective tool in learning and teaching. Pupils in turn benefit by gaining high grades, better study habits and a more positive attitude towards school and learning. The effectiveness is dependent on the teacher’s commitment to give qualitative and quantitative homework; a kind that provokes thought and creativity. Likewise, homework assignments give parents insight into the school curriculum and offer a greater opportunity for pupils learning to occur. For parents benefits

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