Profiling Homework Motivation and Help with Homework
We developed an instrument designed to assess the components of homework performance and subjected it to an extensive validation process. Although teachers and parents may be able to observe certain patterns of learning preference and motivation levels of children, some component learning preferences are not readily observable and the behaviors associated with them are often misinterpreted. For example, a child who cannot sit quietly in his or her chair at a desk is often viewed as troublesome and not wanting to do the homework. However, it might be that this child needs to move about in the room or from room to room or prefers to do homework in an informal arrangement such as sitting on a sofa or in a lounge chair or sprawled on a rug on the floor (help with homework).
It is a challenge to correctly identify the optimal conditions that will help students do their homework successfully and enjoyably, on one hand, and to recognize the reasons for student homework difficulties, on the other. In order to meet the challenge, it is important to have correct information about homework motivation and preference. To obtain correct information, a reliable and valid assessment instrument is needed. Because the information we seek is the pattern of self-perceived preferences, a self-report measure can be used in the assessment process. Whether the preferences for doing homework are the same as those actually used is an interesting and important question that is discussed in depth in the next section (help with homework).
As with all self-report instruments, the validity of the assessment of homework motivation and preference is based on the assumption that learners are aware of, perceive, and can report their own preferences accurately. Because one can never be sure that the data gathered is completely accurate, it is especially important to provide evidence that the instrument used to collect data demonstrates a reasonable degree of reliability and validity. As with other instruments, some students may be tired during the administration, not focused on the task at hand, or reluctant to share their views on homework. Accordingly, they may not respond to the questionnaire in complete sincerity. Additionally, a student may misinterpret one or more of the items and thus distort the assessment. The homework Motivation and Preference Questionnaire (HMPQ) is designed to yield a profile of each student’s homework motivation and preference and to serve as a guide for adjusting homework assignments for individual learners. Accordingly, users should exercise particular caution to establish the reliability of responses not only for the entire group but for individual students as well (help with homework).
This blog presents the background and history of the development and validation of the HMPQ and describes the modification and revision process that has taken place. The instrument is ready to be used for student assessment; however, the process of modification and validation will progress (help with homework).
