ONLINE HOMEWORK HELPER

We used the definition of homework performance to develop a questionnaire that assesses learners’ homework motivation and preference, to define categories, subcategories, and components of the questionnaire, and to generate and refine test items. As indicated earlier, the items were initially derived from the LSI, an instrument that is used to assess in-school learning styles. Accordingly, it was necessary to conduct a multistep process of adding, deleting, and modifying items in order to establish an initial item pool that was representative of and relevant to our domain of interest, that is, home learning preferences (live homework help).

Method

Four steps were employed to identify the components and categories of home learning preferences and to construct items for a homework preference questionnaire (live homework help).

1. The purposes of the questionnaire development were thoroughly considered to determine whether an adoption and modification of existing instruments would be feasible.
2. The literatures on learning styles and homework were reviewed and analyzed.
3. Previously published learning style scales were examined.
4. A decision was made on whether to develop an entirely new questionnaire or to adopt and modify existing ones.

It was decided that the models that support the goal of the current questionnaire development were the learning style models. These multidimensional models share certain conceptual similarities with those that we aim to assess, and have been widely accepted and used in elementary and secondary schools. Thus, it was decided that we adopt and modify these models and inventories  for the development of a homework preference questionnaire. Next, some of the items were selected from the existing inventories and some new items were constructed. The initial pool of items was then reviewed (live homework help). We eliminated and modified redundant and overly simple or confusing items, ensured proper grammatical structure and readability level for school-aged children, varied directionality by providing positive and negative statements where applicable, and ensured that each category had adequate coverage and that each item reflected only one homework preference component. In the process of item development, we considered the length of the questionnaire, thus, trying to limit each component to as small number of items as possible without compromising the psychometric quality of the inventory (live homework help).