Students’ Perceptions of Homework as a Support for Improving Learning and Knowledge Retention in Vocational Engineering Education: An Action Research Study
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Abstract
Background and Aim: The inclusion of homework in the engineering vocational curriculum is uncommon, and its effects remain underexplored. To address this gap in the literature, this research focused on students' perceptions of homework to better understand its impact on learning and knowledge retention. To achieve the aim and objectives of this study, both quantitative and qualitative data were collected from 10 learners enrolled at a college in a socioeconomically deprived city in Northern England. The hybrid data collection technique was adopted to ascertain extensively the design and extent to which homework influences learning, based on participants' lived experiences.
Materials and Methods: A participatory Action Research (AR) approach adopted in this research began by identifying homework as an intervention to support learning and knowledge retention. This was followed by an evaluation of learners’ perceptions of how homework supported learning and knowledge retention. The evaluation process involved assigning two sets of homework to the selected cohort. Feedback from completing the first set of homework helped redesign the second set. Tasks in both homework sets were problem-based and involved applying and memorizing formulas. The feedback collection method involved both quantitative and qualitative approaches, using survey questionnaires and open-ended interviews, respectively.
Results: Analysis of the quantitative data showed that students strongly agreed that completing their homework helped their learning and knowledge retention (with the highest mean score of 94%). The lowest-rated question was whether homework should be given more frequently (with the lowest mean score of 48%). The qualitative data provided deeper explanations of the quantitative findings. Self-efficacy through autonomous learning, stress from work-life imbalance, and workload appropriateness were prominent themes identified in the final analysis. These two datasets demonstrate the issues and benefits of homework, and how it can significantly improve students’ understanding of core engineering principles.
Conclusion: It is evident that homework in vocational engineering education can be used as a pedagogical strategy to support learning and knowledge retention. However, care should be taken in its design and delivery, as it can also be a barrier to learning. Possible mitigating strategies suggested in the study included cascading submissions before the deadline. These findings offer valuable insights for educators and policymakers on how homework is designed and integrated into the academic curriculum to enrich students’ overall learning experience.
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