International Education Journal
نویسنده
چکیده
Homework is assigned on the assumption that parents or other elder members have the capacity to assist the pupils and that home environment is conducive for the pupil to do homework. A cross-sectional survey using structured and semi-structured interviews was conducted among pupils and parents in Kengeleni division in Mombasa district to explore socio-cultural and economic factors that influence parental participation in pupils’ homework and, consequently, propose recommendations for homework policy formulation. The results show that although parental willingness to be involved in pupils’ homework is high, this involvement is hampered by many socio-economic factors, including illiteracy and low income. On many occasions, homework is not only incomplete, but also not done, and the pupils are consequently punished for this. In the absence of clear, written policy on homework, there is a poor fit of inclusion of homework as the unwritten part of the curriculum.
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