Homework problems: Are there any differences between students with a preferred learning style

Abstract

Homework is an important part of a student’s school life, and it has been correlated with academic achievement. It formulates a connection between home and school and impacts students, their caregivers, and their teachers. Teachers design and assign homework for instructional and non-instructional purposes. Parents are encouraged to support homework assignments and assist their children with homework completion and students choose whether to complete their homework or not. Children with higher academic performance view parental involvement with their homework positively; however, children with lower academic performance perceive this behavior as controlling. In addition, when students struggle with homework, parents tend to get more involved with their children’s homework which leads to children’s lower performance at school and more controlling parental involvement in homework. The visual, auditory, and kinesthetic (VAK) model when applied in classrooms has been found to increase the students’ overall academic achievement and make learning fun. This study attempted to investigate if there were any differences in homework challenges between students with a preferred learning style (visual, auditory, and kinesthetic). A total of 43 parents with their children answered an on-line survey distributed via e-mail and social platforms. The survey consisted of two sections. Parents answered the first section, and their fourth and fifth grade children answered the second section. Results found no statistically significant differences in homework challenges between students with a preferred learning style. However, significant differences were found when comparing homework problems in fourth and fifth grade students, on parental educational level and in married and single parent households. Parental involvement was also discussed in the findings.