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Este estudo centra-se no trabalho de casa (TPC) e nas suas três etapas, identificadas pela literatura neste domínio: preparação e apresentação do TPC por parte do professor na aula e respetivas indicações; realização do TPC pelo aluno em casa; e verificação e feedback por parte do professor novamente em aula. Teve como objetivo analisar as perspetivas de alunos e professores da 12ª classe sobre o TPC, relacionando entre si variáveis referentes às três etapas do TPC e examinando a relação entre estas três etapas e o rendimento escolar. Para o efeito, tomou-se como referência o TPC na disciplina de Português. Participaram no estudo 547 sujeitos, destes 537 alunos e 10 professores de Português dos respetivos alunos, de escolas situadas no distrito de Nampula, no norte de Moçambique. A metodologia de investigação incluiu o recurso a análise documental, inquérito por questionário a alunos e professores, grupos de discussão focalizada com alunos e entrevistas individuais a professores. Relativamente à análise documental, constatou-se que o TPC é descrito como uma atividade complementar que tem como função promover hábitos de estudo individual e em grupo, com a finalidade de aprofundar, experimentar e aplicar os conhecimentos. Considera-se uma atividade com caráter avaliativo, podendo influenciar no resultado académico do aluno. Quanto aos dados recolhidos junto dos alunos, um número bastante expressivo de alunos afirma que os professores têm marcado TPC com regularidade, refere realizar o TPC e participar na sua correção, manifesta gosto pela marcação do TPC, considera o TPC de dificuldade média, pede ajuda às vezes para realizar o TPC, destacando-se sobretudo os colegas, refere que a maior dificuldade na realização do TC diz respeito à falta de livros/manuais de português, considera o TPC importante e útil, e afirma que o TPC serve para compreender a matéria dada pelo professor e para motivar o aluno para a aprendizagem. Quanto aos dados recolhidos junto dos professores, estes referem também marcar TPC com regularidade, sendo em geral realizados pelos alunos. No entanto, a participação dos alunos na correção do TPC nem sempre se verifica. Consideram que o TPC é útil e tem por finalidade consolidar a matéria dada pelo professor e motivar o aluno para a aprendizagem. Foram encontradas diferenças significativas entre rapazes e raparigas no pedido de ajuda para a realização do TPC por parte do aluno. Foram encontradas diferenças significativas na perceção de utilidade do TPC por parte do aluno em função da escolaridade do encarregado de educação. Foram ainda encontradas correlações significativas entre diversas variáveis referentes às três etapas do TPC e entre estas e o rendimento escolar. Os dados qualitativos deste estudo permitiram aprofundar a compreensão destes resultados, identificando fatores facilitadores e dificultadores do envolvimento dos alunos e dos professores no TPC no contexto Moçambicano.
The current study focuses on homework and its three phases identified by the literature in this area: preparation and presentation of the homework by the teacher in the classroom; completion of homework by the student at home; and verification by the teacher and feedback, again in class. The purpose of this study was to analyze the perspectives of students and teachers of the 12th class about homework, associating variables related to the three phases of homework and examining the relationship between these three phases and school performance. For that purpose, homework was taken in the Portuguese course. The study included 547 subjects, 537 students and 10 Portuguese teachers of the respective students, from schools located in the district of Nampula, in the north of Mozambique. Research methodology included the use of documentary analysis, a questionnaire survey with students and teachers, focus groups with students and individual interviews with teachers. Regarding documentary analysis, it was found that homework is described as a complementary activity whose function is to promote individual and group study habits, in order to deepen, experiment and apply knowledge. It is considered an activity with evaluative character, being able to influence in the academic result of the student. As for the data collected from the students, a very significant number of students affirm that teachers have regularly assigned homework, refer that students complete it and participate in homework correction, say they like homework, consider homework has medium difficulty, ask for help sometimes, especially to the colleagues, say that the greatest difficulty in doing homework concerns the lack of Portuguese books/manuals, considers homework important and useful, and states that homework serves to understand the contents and to motivate students to learning. As for the data collected from the teachers, these also indicate that they regularly assign homework, and are usually completed by the students. However, student’s participation in homework correction does not always happen. Teachers consider that homework is useful and aims to consolidate students learning and motivate them. Significant differences were found between boys and girls in asking help to others for doing homework. Significant differences were found in the perceived usefulness of homework by the student as a function of student’s tutor level education. Significant correlations were also found between several variables related to the three homework phases and between these ones and school performance. Qualitative data of this study allowed to deepen the understanding of these results, identifying factors that facilitate and hinder students’ and teachers’ involvement in homework in the Mozambican context.
The current study focuses on homework and its three phases identified by the literature in this area: preparation and presentation of the homework by the teacher in the classroom; completion of homework by the student at home; and verification by the teacher and feedback, again in class. The purpose of this study was to analyze the perspectives of students and teachers of the 12th class about homework, associating variables related to the three phases of homework and examining the relationship between these three phases and school performance. For that purpose, homework was taken in the Portuguese course. The study included 547 subjects, 537 students and 10 Portuguese teachers of the respective students, from schools located in the district of Nampula, in the north of Mozambique. Research methodology included the use of documentary analysis, a questionnaire survey with students and teachers, focus groups with students and individual interviews with teachers. Regarding documentary analysis, it was found that homework is described as a complementary activity whose function is to promote individual and group study habits, in order to deepen, experiment and apply knowledge. It is considered an activity with evaluative character, being able to influence in the academic result of the student. As for the data collected from the students, a very significant number of students affirm that teachers have regularly assigned homework, refer that students complete it and participate in homework correction, say they like homework, consider homework has medium difficulty, ask for help sometimes, especially to the colleagues, say that the greatest difficulty in doing homework concerns the lack of Portuguese books/manuals, considers homework important and useful, and states that homework serves to understand the contents and to motivate students to learning. As for the data collected from the teachers, these also indicate that they regularly assign homework, and are usually completed by the students. However, student’s participation in homework correction does not always happen. Teachers consider that homework is useful and aims to consolidate students learning and motivate them. Significant differences were found between boys and girls in asking help to others for doing homework. Significant differences were found in the perceived usefulness of homework by the student as a function of student’s tutor level education. Significant correlations were also found between several variables related to the three homework phases and between these ones and school performance. Qualitative data of this study allowed to deepen the understanding of these results, identifying factors that facilitate and hinder students’ and teachers’ involvement in homework in the Mozambican context.
Descrição
Palavras-chave
Trabalhos para casa Perceções de alunos e professores Envolvimento escolar Rendimento escolar Português Homework Student and teacher perceptions School involvement School performance Portuguese