چکیده (انگلیسی):

Authors have researched the effects of homework, but few studies have delved into the idea of
students’ attitude towards homework. Consequently, students’ perception of homework, the
principal participants, remains largely unknown. Students’ experience in homework that started
as early as elementary school has influenced their ideas of homework. Trying to get students to
complete their homework is one of the most frequent and frustrating behavior problems for
educators. The purpose of this study is to understand students’ perception of homework
assignments and identify factors that influenced their ideas. The participants for this research
project were 180 undergraduate students enrolled in select Principles of Finance and Corporate
Finance classes (encompassing three semesters and nine classes) at Robert Morris University,
Pittsburgh, Pennsylvania. Results of the study summarize students’ opinions of homework
assignments while in high school, college, and for the specific course in which the questionnaire
was administered. Tests of significance revealed seven (of the nine classes) significant differences
between the actual number of times homework was handed in and the pre-conceived number of
times students estimated homework assignments would be completed on time.