Date of Conferral
Doctor of Education (Ed.D.)
Samson E. Lyman
The problem at an elementary school is teachers' lack of knowledge and information on the perceptions and motivation of students to complete independent mathematics homework. The purpose of this study was to identify students' perceptions regarding their homework environment and academic motivation in mathematics. The study's conceptual framework, attribution theory, supported the examination of drivers of motivation for participants related to homework completion. Guiding research questions, supported by Keller's ARCS model, focused on the identification of students' perceptions of homework attention, relevance, curiosity, satisfaction, and their preferred homework environment. This qualitative research study obtained data from semistructured interviews with 44 fourth-grade participants. Data were analyzed using constant comparative analysis to identify motivational drivers of homework completion and students' preferred environment. Findings showed 48% of students preferred a traditional home environment, while 43% of students preferred a study hall environment. Despite these slight differences, students desired environmental conditions that were comfortable, offered resources, had teacher or other adult availability, and provided timely feedback as the primary motivational drivers of homework completion. The project, a white paper, should generate dialogue about understanding students' perceptions about motivation and homework. A proposed homework guide should be used to provide academic support, constructive feedback, and ways to create an environment that supports students' learning needs and work habits. This study may support social change within the community by creating awareness and action to improve student mathematics motivation.
Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Mathematics Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons