Discrepancies between students\u27 and teachers\u27 perceptions of homework

For homework to help students improve school achievement and develop responsibility and autonomy in academic endeavors in and out of school, the development of teachers\u27 understanding of students\u27 views about homework and their homework behaviors is critical. Whether the subject of the homework is mathematics, reading, or a second language, teachers\u27 and students\u27 understandings regarding the types of problems that students experience during homework may differ. Discrepancies between students\u27 and teachers\u27 ratings of students\u27 homework behaviors were examined in two subject domains—mathematics and English. Moderating effects of gender on student-teacher ratings were also examined. Participants were 268 tenth graders from a school in China and their math and English teachers. Overall, students\u27 self-ratings of homework behaviors were more negative than teachers\u27 ratings. Male students self-rated or were rated by teachers more unfavorably than their female peers on most measures of homework problems. Discrepancies between students and teachers and across gender were more evident in English than math homework. Although teachers viewed female students as having fewer homework problems than males, when only male students were examined, teachers\u27 and male students\u27 ratings were similar on some measures. The importance of understanding students\u27 homework behaviors was underscored before teachers provided homework interventions. To lessen discrepancies and improve awareness of students\u27 homework behaviors, teachers need to grade and provide feedback on students\u27 homework