International Journal of Economy, Management and Social Sciences, 2(6) June 2013, Pages: 212-216

TI Journals

International Journal of Economy, Management and Social Sciences

ISSN
2306-7276

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Chinese and American Third Grade Students Perceptions of

Homework
Kuan Chen Tsai 1, Hai Ying Jiang 2
1,2

University of the Incarnate Word, USA.

AR TIC LE INF O

AB STR AC T

Keywords:

Homework is viewed by schools as an important way to measure student progress. Available

literature about homework issues has been based primarily on the perceptions of teachers and
parents, and not children. The purpose of this study is to investigate the perceptions of third grade
students towards homework. By employing the survey designed by the researchers, it is hoped to
shed light on the issue of homework and rethink its purpose. Listening to students unique opinions
is important because teachers will design their educational delivery methods in a manner that
stimulates students potential. Overall, the findings of the study indicate that third grade students
have a positive opinion about homework. When comparing two different groups of students about
their opinion of homework, there is no significant difference about most questions. However, it is
interesting to notice that Chinese students enjoy doing homework more than Americans, even
though the former receive more homework. Surprisingly, another significant difference shows that
Chinese schoolchildren prefer different assignments based on students abilities. One possible
explanation may be related to ones culture. The major contribution of this study is by investigating
and comparing Chinese and American students opinions of homework, educators, parents, and
policy makers will have a better understanding of this important issue in designing the curriculum.

Homework
third grade students
cross-cultural study

2013 Int. j. econ. manag. soc. sci. All rights reserved for TI Journals.

1.

Introduction

academic learning, (b) develops necessary skills, and (c) helps students in building time-management skills (Dudley-Marling, 2003). In
China, the expectation of students academic performance, which is rooted in the traditional Confucians heritage, is usually higher than in
Western countries. It is estimated that every Chinese student spends at least ten hours daily studying. As a result, this cultural norm
contributes to homework overload on students. This expectation from schools and parents has its price, such as health issues, inability to be
involved in activities other than studying, and teasing by classmates because of low academic performance (Tam & Chan, 2011; Lau,
2008).
The impact of homework on students can be controversial Katz, Kaplan, & Gueta, 2009; Van Voorhis, 2011). According to research,
homework per se could contribute to positive effects on students developmental functioning (Dozois, 2010). However, negative effects are
also found, such as frustration and exhaustion, health problems, and decreased interest in learning (Eren & Henderson, 2011; Eunsook,
Min, & Yun, 2011). The effects on students of balancing homework are still unclear and need further research to clarify the issue (Eunsook
et al., 2011).
Warton (2001) has identified several purposes of homework: learning, training, communication, and policy. However, the function of
homework mainly reflects adults views. The debate is a controversial issue with some scholars. Supporters argue that positive effects of
homework are evident in academic performance (Eccles & Wigfield, 1995), whereas opponents suggest over-exposure would have a
potential detrimental influence on childrens development (Cooper, 1989). In general, current literature supports positive effects of
homework on educational practice (Theodore et al., 2009). In fact the amount of homework seems to be increasing. This phenomenon
stems in part from reforms in education (Bryan & Nelson, 1994).
Available literature about homework issues has been based primarily on the perceptions of teachers and parents, and not children (Chen &
Stevenson, 1989). As Warton (2001) suggested, much research on homework has been driven by the pragmatic need to understand its role
in improving achievement outcomes (p. 163). Thus, he argued the examination of perceptions of homework among students, teachers, and
parents is crucial, because lack of agreement between students, parents, and teachers may be a result of the students either misperceiving,
or failing to detect, the adult position or rejecting the correctly perceived adult viewpoint (p. 158).
By far, the most ambitious cross-cultural study of effects of homework on children was conducted by Chen and Stevenson (1989). They
surveyed and interviewed more than 3500 elementary school children (grades one and five), their mothers, and teachers from three ethnic
groups: Chinese, Japanese, and American. The results showed that Chinese students spent more time on homework than others and had
more positive attitudes about homework than their counterparts. With regard to the amount of time spent and attitudes toward homework,
* Corresponding author.
Email address: ktsai@student.uiwtx.edu

Chinese and American Third Grade Students Perceptions of Homework

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Internat ional Jour nal of Economy, Mana ge ment and Social Sciences , 2(6) June 2013

American students were rated last among the three ethnic groups. According to this finding, the researchers concluded that homework is a
form of practice. If the assignments are interesting and children can see they are useful, this form of practice can facilitate academic
achievement (p. 561) and in terms of culture, it seems reasonable that teachers and parents in cultures that place great emphasis on
academic achievement would have more favorable attitudes about homework than would members of cultures where success in school is
not so strongly emphasized (p.561).
The purpose of this study is to investigate the perceptions of third grade students towards homework. By employing the survey designed by
the researcher, it is hoped to shed light on the issue of homework and rethink its purpose. Listening to students unique opinions is
important because teachers will design their educational delivery methods in a manner that stimulates students potential.

2.

methods

2.1. Subjects
Selection of study participants was based on their availability and accessibility. This study recruited participants from two groups: 30
Chinese third grade students and 22 American third grade students, with 29 males and 23 females. The main reason for choosing this
specific group is that according to the researchers experience students often receive double amounts of homework after they are enter third
grade in China. Therefore, it is interesting to observe this transition.
2.2. Instruments
The Students Perceptions of Homework survey was first developed in English and then translated into Chinese. An elementary school
teacher from America and one form China checked two different versions of the survey, containing two sections. The first consists of
background information and several related questions: for example, Number of hours homework is done each day. The second includes
opinions of homework. It includes 15 questions, with a 5-likert scale from strongly disagree (1) to strongly agree (5). The reliability test
shows Cronbachs alpha at .637, which was acceptable.
2.3. Procedure
The researcher obtained permission from the principals and teachers to participate in this study. The survey was distributed to the
American students by the teacher. For the Chinese students, the survey was send to the Chinese teacher by email who then printed and gave
it to the students. After they completed the survey, the Chinese teacher scanned the responses and returned them to the researcher by email.

3.

Results

The first question related to the number of days students received homework from four different subjects. It is apparent that, as shown in
Table 1, Chinese students have more homework in Language Arts (M= 6.5, SD = 3.19) and Math (M= 6.92, SD = 3.19) than their
counterparts. More importantly, Chinese students spend about seven days a week on these two subjects, whereas American students spend
only four.
The following three questions were analyzed through cross-tabulations and nonparametric chi-square tests. The results are presented in
Table 2. With regard to hours per day spent on homework, the majority of American students spent less than one hour (59.1%), whereas the
majority of Chinese students spent at least two hours (68.9%). When asked about where homework is done, the majority of Chinese
students completed theirs in school (53.3%), while most of their counterparts finished it either at home (45.5%) or in a learning center
(40.9%). The third question concerns receiving assistance. Most Chinese students completed homework by themselves (58.6%), while
most American students received assistance from their parents (77.3%).
Before further analysis of the second part of the survey, principal factors extraction with varimax rotation was performed on 16 items. Five
factors were extracted: enjoyment of homework, physical negative effects, format of homework, learning, and appropriate amount of
homework. In addition, strongly agree and agree were grouped as agree, whereas strongly disagree and disagree were combined as
disagree. As Table 3 indicates, on average third grade students from the two countries have a positive opinion about homework. The
majority enjoy school and homework. With regard to possible physical effects of homework, most students believed that homework had
little influence on their outdoor activities. The majority thought homework helped them to learn. However, regarding the assignment of
homework according to different abilities, the opinion from the two groups is fairly equal. Finally, it seems that most third grade students
perceived the amount of homework is appropriate and can be completed without difficulty.
Table 4 shows the differences in the two groups on their responses to the survey. Only two questions show a significant difference between
Chinese and American students. First, Chinese students like homework more (M = 4.50, SD = .68) than American students do (M = 3.55,
SD = 1.71), t (50) = 2.48, p = .02. Second, students think it is acceptable to assign different homework based on students situations. This
preference by Chinese students (M = 3.53, SD = 1.14) is higher than their counterparts (M = 2, SD = 1.35), and this difference is significant,
t (50) = 4.45, p < .001.
Table 1. Numbers of days homework assigned each week
Chinese (n = 30)
Subjects
Language arts
Social studies
Science
Math

6.5
0.62
1.31
6.92

American (n = 22)
3.19
1.42
1.74
3.19

4.23
0.55
0
4.23

1.07
0.60
0
1.07

Kuan Chen Tsai and Hai Ying Jiang

214

Int ernational Journal of Ec onomy, Mana ge me nt and Soci al Sc iences, 2(6) June 2013

Table 2. Third grades perceptions of homework

Items
Number of hours homework is done each day
Less than one hour
About one hour
About two hours
About three hours
About four hours
Over four hours
When homework is done
During lunch
During school day
Home
Learning Center
Other
Getting help with homework
Self
Friends
Teachers
Parents
Other

Chinese
n

American
n

6
9
11
2
1
0

20.7
31
37.9
6.9
3.4
0

13
5
3
0
0
1

59.1
22.7
13.6
0
0
4.5

1
16
8
3
2

3.3
53.3
26.7
10
6.7

0
2
10
9
1

0
9.1
45.5
40.9
4.5

17
1
2
9
0

58.6
3.4
6.9
40
0

0
0
4
17
1

0
0
18.2
77.3
4.5

2
11.55

p
.042

14.56

.006

21.58

.001

Table 3. Responses to opinions of homework (n = 52)

Items
Enjoyment of homework
I like school very much
I think the amount of homework is suitable
I like homework
Physical negative effects
Because of homework I cannot go out to play with
friends
Because of homework I cannot go out to exercise
Because of homework I have less free time
Because of homework I do not like my teacher
Format of homework
I learn a lot from homework
The instructions of homework are clear
Learning
I think it is fine to give different homework to different students
I think homework is necessary
I think homework helps me learn
Appropriate amount of homework
I can handle my homework very well
I think I spend too much time on homework
I can complete my homework every day

n (%)
Disagree

Agree

Not sure

4(7.7%)
3(5.8%)
7(13.5%)

45(86.5%)
36(69.2%)
40(76.9%)

3(5.8%)
13(25%)
5(9.6%)

66.27
33.04
44.58

<.001
<.001
<.001

30(57.7%)
30(57.7%)
31(59.6%)
46(88.5%)

17(32.7%)
12(23.1%)
17(32.7%)
3(5.8%)

5(9.6%)
10(19.2%)
4(7.7%)
3(5.8%)

18.04
14.00
21.04
71.12

<.001
.001
<.001
<.001

1(1.9%)
3(5.8%)

42(80.8%)
43(82.7%)

9(17.3%)
6(11.5%)

54.50
57.27

<.001
<.001

22(42.3%)
2(3.8%)
2(3.8%)

21(40.4%)
44(84.6%)
45(86.5%)

9(17.3%)
6(11.5%)
5(9.6%)

6.04
62.00
66.50

.049
<.001
<.001

4(7.7%)
27(51.9%)
7(13.5%)

33(63.5%)
14(26.9%)
36(69.2%)

15(28.8%)
11(21.2%)
9(17.3%)

24.73
8.35
30.27

<.001
0.15
<.001

Table 4. Group differences for responses to the survey

Item
Factor 1:Likeness of homework
I like school very much
I think the amount of homework is suitable
I like homework
Factor 2:Physically negative effects
Because of homework I cannot go out to play with friends
Because of homework I cannot go out to exercise
Because of homework I have less free time
Because of homework I do not like my teacher
Factor 3:Format of homework
I learn a lot from homework
The instructions of homework are clear
Factor 4:Learning
I think it is fine to give different homework to different students
I think homework is necessary
I think homework help me learning
Factor 5:Appropriate amount of homework
I can handle my homework very well
I think I spend too much time on homework
I can complete my homework everyday

Chinese
M

SD

American
M

SD

t(50)

4.67
4.03
4.50

.606
.809
.682

4.14
3.77
3.55

1.58
1.23
1.71

1.49
.92
2.48

.15
.36
.02

2.37
2.40
2.27
1.57

1.50
1.38
1.46
1.10

2.73
2.27
2.82
1.23

1.75
1.42
1.84
.528

-.80
.33
-1.16
1.47

.43
.75
.25
.15

4.23
4.17

.679
.874

4.18
4.18

.958
1.14

.22
-.05

.83
.96

3.53
4.53
4.57

1.14
.681
.728

2.00
4.18
4.27

1.35
1.01
.935

4.45
1.42
1.28

<.001
.17
.21

3.93
2.33
4.27

.785
1.42
.868

3.59
2.68
3.68

1.26
1.73
1.39

1.13
-.80
1.74

.27
.43
.09

Chinese and American Third Grade Students Perceptions of Homework

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Internat ional Jour nal of Economy, Mana ge ment and Social Sciences , 2(6) June 2013

4.

discussion

Before further discussion of the findings, several limitations of the current study should be noted. First, convenience sampling and small
sample size were used for this study. As a consequence, the generalization of the findings and representativeness of the sample to the
population are questionable. Although the current study extends the students perceptions of homework through a cross-cultural
examination, varying geographic and cultural regions are a possible direction for a future study. Finally, owing to the nature of this survey
design, the possibility of a biased sample could occur. The main purpose of the survey is to ascertain the subjects perceptions rather than
their real actions. The data collection procedures allowed the participants to self-select into the study.
Overall, the findings of the study indicate that third grade students have a positive opinion about homework. Acceding to five dimensions
of the survey, students like homework and school and believe that homework is appropriate and help to learn. When comparing two
different groups of students about their opinion of homework, there is no significant difference about most questions. However, it is
interesting to notice that Chinese students enjoy doing homework more than Americans, even though the former receive more homework.
Surprisingly, another significant difference shows that Chinese schoolchildren prefer different assignments based on students abilities. One
possible explanation may be related to ones culture. Chinese students are taught to accept the norm that homework is beneficial for
learning and practice; therefore the more they practice, the better their grades. It is believed that Confucian-oriented cultures put more
weight on practice and skill training (Matsunobu, 2011). This belief is based on the fact that Practice makes perfect! Even though
students believe hard work is necessary to succeed in learning, not every student achieves that goal. Therefore, they might support teachers
offering various levels of homework based on students abilities. Further investigation is needed to address this topic.
Interestingly, most Chinese students complete their homework in school and by themselves, whereas American third graders finish that at
home or learning center with others help. It seems like that Chinese schoolchildren are more independent on handling their assignments.
However, one caution to arrive this conclusion should be noticed. The structure of curriculum and the schedule of school are quite different
between China and America. Chinese schoolchildren have a six-day school day, while American students have a five-day school day.
Furthermore, the hours of Chinese students staying at school are two hours more than American ones per day. As a result, it is possible that
Chinese students have more time on self-learning in order to complete their homework at school.
Based on the results of this study, as an educator it is pleasing to know students perceive a positive picture of homework. It also suggests
several implications for further consideration regarding homework. First, this study focuses only on students perceptions of homework and
only on a limited number of factors. In order to have a deeper understanding of possible effects of homework on schoolchildren, a
qualitative perspective would be beneficial to capture students unique voices through in-depth interviews. This line of inquiry is a promise
base for future researchers. As this study demonstrated, a cross-cultural study is necessary to understand this phenomenon from different
perspectives, such as cultural, economic, and social factors, which might contribute a different picture of homework. Therefore, it is
suggested more cross-cultural investigations should include various countries. By doing so, it might also extend knowledge of comparative
education systems. The last implication of this study concerns the quality of homework. The study demonstrates that Chinese students
receive more homework than their counterparts, but its quality of is unclear. When assigning homework, teachers should take both quality
and quantity into consideration. The purpose of homework is to buttress meaningful and effective learning; thus, an attempt to deliver
diverse and high quality is essential.
The major contribution of this study is by investigating and comparing Chinese and American students opinions of homework, educators,
parents, and policy makers will have a better understanding of this important issue in designing the curriculum. It is understandable that
homework serves as an important vehicle for promoting learning and practicing skills. At the same time, teachers should be aware that
motivation also plays an important role in encouraging learning but an excessive amount of homework could be destructive. The results of
this study, however, confirm that the amount of homework is tolerable for both groups of students. As a teacher, it is necessary to maintain
balance between authentic learning and sufficient practice. As an old adage states, All play and no work makes Jack a poor boy; on the
contrary, all work and no play makes Jack a dull boy!

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