policy makers and elected officials, school administrators, parents, post-secondary educators, and future employers) to consider students’ perspectives of their homework experiences and include them in future conversations about homework.'A collaborative attitude towards homework is observed to have found great acceptance and appreciation among parents, teachers, and above all, students. This study points to the need for education stakeholders (i.e. The students in this study also offer the following adjectives to describe homework: cumbersome, stressful, tiring, confusing, difficult, unimportant, pointless, useless, boring, common sense and counterproductive. The findings of this study indicate that, for different reasons and at different times, the students in this study view homework as: assignment that affect arbitrarily affects their class grades a way to prepare for tests assignments not worth doing something they do not need to know or want to know assignments they will complete it if they have to requirements they need to fulfill opportunities to teach them to be responsible a way to increase their retention of subject matter confidence building opportunities. Students realize completing homework can be meaningful. Students resist homework assignments they consider unnecessary. Students struggle to complete their homework assignments because they claim they are not academically prepared. Students worry and stress over trying to divide their time between homework completion and other obligations. At the end of the study, the findings revealed that 1. In what ways have these experiences shaped students’ views of homework? Over a period of 16 weeks, the researcher gathered qualitative data via students’ responses to essay writing, a questionnaire, open-ended questions, journal writing, focus groups sessions, and social media (Twitter) postings.

What are students’ experiences with homework? 2. The findings of this study answer the research questions: 1. This study examined the responses of ten high school students enrolled in an eleventh grade English Language and Composition Advanced Placement (AP) class at a rural public school. Students’ voices are underrepresented in the professional literature and public conversations regarding homework therefore, this study was designed to include students’ voices in future conversations.

The dog ate my homework