Reconceptualising Homework Standards: Insights from Educator Perspectives in Kosovo's Primary Education
DOI:
https://doi.org/10.15503/jecs2025.3.625.642Keywords:
homework, implementation, standard, performance, effectivenessAbstract
Aim. This study explores the impact and implementation of standardised homework practices in primary education, focusing on teachers’ experiences and perceptions in Kosovo. The aim is to evaluate the effectiveness of these standards in improving teaching efficiency, student engagement, and academic outcomes.
Methods. A qualitative case study was conducted with 10 teachers from a private elementary school in Prishtina. Data was collected through in-depth, semi-structured interviews and analysed using thematic analysis. The study investigated how homework standards influence planning, execution, and feedback processes and the challenges faced during implementation.
Results. Findings reveal that standardised homework practices improve organization, reduce workload variability, and increase the timely completion of assignments. Teachers noted better time management, enhanced opportunities for providing feedback, and stronger collaboration with parents.
Conclusion. Standardised practices foster student motivation and engagement while ensuring age-appropriate and manageable workloads. Despite these benefits, challenges include addressing diverse learning needs and maintaining flexibility in homework design. The study concludes that homework standardisation positively influences teaching practices and learning outcomes, offering actionable insights for improving educational policies.
Research Restrictions. The study’s findings are limited by the small sample size, limiting generalisability to broader contexts.
Practical Application. The results highlight the importance of developing evidence-based homework policies to support teachers, students, and families.
Cognitive Value. By examining homework standards in an underexplored educational context, this research provides valuable insights into their role in enhancing primary education practices and policies.
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