Homework Policy Implementation in Selected Primary Schools of Kalabo District in Western Province of Zambia: Prospects and Challenges

Violet Mwanamwambwa, Kalisto Kalimaposo, Kaiko Mubita, Patrick Sikayomya, Muyangana Akombelwa and Nicholas Haambokoma
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Violet Mwanamwambwa: Department of Educational Psychology, Sociology and Special Education, University of Zambia
Kalisto Kalimaposo: Department of Educational Psychology, Sociology and Special Education, University of Zambia
Kaiko Mubita: Department of Language and Social Science Education, University of Zambia
Patrick Sikayomya: Department of Language and Social Science Education, University of Zambia
Muyangana Akombelwa: Department of Language and Social Science Education, University of Zambia
Nicholas Haambokoma: Department of Religious Studies, University of Zambia

International Journal of Research and Innovation in Social Science, 2021, vol. 05, issue 10, 101-108

Abstract: This study explored homework policy implementation in selected primary schools of Kalabo district in Western Province of Zambia with particular focus on prospect and challenges. The study objectives were to establish the challenges pupils and parents encountered when given homework and to assess the prospects of giving homework to pupils in selected primary schools of Kalabo district. The study used a qualitative approach with the target population that consisted of three government primary schools in Kalabo district. The sample size comprised a total of 27 participants apportioned as three teachers, nine parents /guardians, and fifteen pupils from the three government schools selected. The three schools in Kalabo district were selected conveniently while the teachers, parents / guardians and pupils from each school were selected purposively. The research instruments used were semi-structured interview guides and focus group discussion guide. The study found that learners and parents encountered a number of challenges, it was observed that some parents did not want to help their children in answering their homework because they believed it was the role of the teachers to do so and not parents. The study established that despite these challenges learning through homework proved that teachers were engaging parents in the education of their children so that they could help them learn from what they knew in their environment. The prospects of giving homework to learners at selected primary schools were that: homework provided learners with an opportunity to improve the academic performance, it opened up the minds of learners to interact with friends to arouse the interest of learners, and they learnt how to manage their time and kept them in constant touch with school work. Parents did not regularly check their children’s homework because they were busy with work, farming and doing business which depicted a negative response towards their children’s homework. In view of the above findings, the study recommended that teachers should ensure that they give homework to learners which is manageable so that they finish on time and parents should help their children with homework by creating enough time for them.

Date: 2021
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