Open AccessThe Relationship between Homework and Motivation for Learning among Arab Elementary School Students in Israel
Author(s) -
Jamila Atamna
Publication year - 2021
Publication title -
rocznik pedagogiczny/yearbook of pedagogy
Language(s) - English
Resource type - Journals
eISSN - 2719-888X
pISSN - 0137-9585
DOI - 10.2478/rp-2021-0010
Subject(s) - psychology , mathematics education , criticism , cognition , arabic , process (computing) , pedagogy , social psychology , political science , linguistics , philosophy , neuroscience , computer science , law , operating system
Summary Students, parents, teachers and researchers in the field of education disagree with each other about the contribution of homework in the overall student learning process. In particular, widespread criticism is directed at the emotional and cognitive load that homework imposes on the student, the considerable time they consume, and the disruption caused, according to the claim, to the social development of the student. This claim is supported by a series of empirical studies that have been carried out for decades, especially recently, in the world and in Israel. Nevertheless, the role that homework plays in the student learning process and their impact on other components of the student’s learning experience has never been studied in Arabic-speaking schools in the country.