Guyanese Parents and Students have Spoken on Assigned Homework in K-12 Institutions: Are there Lessons for other Countries?

Abstract

This study employed a phenomenological design to explore and investigate perceptions and challenges that confrontGuyanese parents and students emerging from assigned homework in primary and secondary schools in terms of volumes,cognitive alignment, parental involvement, and completion support. The study was grounded in three theoreticalframeworks including Self-Regulated Learning (SRL), Self-Determination Theory (SDT), and Constructivism. Semistructuredinterviews were used to collect data from 28 parent-child dyads representing the 11 education districts inGuyana including both public and private schools. NVivo 15 was used to analyze the data using thematic analysis, whichincluded transcription, coding, and thematization. The findings revealed the following themes: Homework overload; lack ofsupport for students and parents; inconsistencies in frequency of assignments; misalignment with grade level andcurriculum cognitive and metacognitive issues; a need for standardization national homework policy; contextualization forrelevant, experiential, and enrichment/extension learning experiences; timely grading and lack of feedback; perceivedpedagogical value; family and community involvement. Implications and recommendations for policymakers, researchers,teachers, parents, students, school leaders, and other stakeholders in education are discussed.