Abstract
The debate over the benefits or otherwise of homework has been ongoing for many years. Literature is available on the perceptions of all stakeholders regarding the effects, both positive and negative. However, there is little literature on the effects of homework on the mental health of foundation phase learners, especially in South Africa. Therefore, the aim of the study was to explore the perceptions of learners, parents and teachers regarding homework and how it affects the mental health of learners in the foundation phase. A secondary aim was to provide mental health support guidelines for learners regarding homework in the foundation phase. A qualitative multiple case study design, with a social constructivist paradigm was used. The theories of Bronfenbrenner, Vygotsky and Piaget underpinned the study. Six learners, three teachers and three parents participated in the data collection process at a private mainstream primary school in Johannesburg. The six learners were purposefully chosen based on the foundation phase grades they were in (one, two and three) and gender, ensuring equal numbers, male and female. The data collection process included semi-structured individual interviews with learners, teachers and parents. The learners completed incomplete sentences. The mental health tests were completed via Zoom by the learners and the parents completed them separately, on behalf of the learners. The collection methods enabled the researcher to corroborate the findings using triangulation. A thematic data analysis process revealed both positive and negative psychological experiences relating to homework and the mental health of foundation phase learners. Homework given by the school elicited some positive psychological experiences such as family bonding, and family support, which contributed to the learners’ resilience. It was an opportunity to revise and consolidate what had been taught in class. However, the mental health tests revealed some negative psychological effects such as anxiety and symptoms of depression. Learners reported feeling stressed when they received excessive v homework, if they did not understand their homework, or if they had to wait for their parents to come home to assist them, leaving little playtime. Some parents were positive about homework. while other parents complained about being too tired to help after their day at work, which caused a stressful home environment. Findings showed that the teachers believed in giving judicious amounts of homework, in areas such as reading and multiplication tables, which are essential life skills. However, they believe that giving general homework is unrealistic and not necessary for foundation phase learners as they are so young and learn more by incidental play. In addition, it added to the teachers’ administrative load. Based on the findings, the literature and the underlying theory, it is recommended that teachers give targeted homework, which children understand, and to ensure they know what is expected of them. Homework should be given in proportion to their developmental level and chronological age and should contribute to a love of learning.
M.Ed. (Educational Psychology)