The Prevalence, Beliefs, and Instruction of Using Homework Materials as Reported by Physical Educators in Arkansas

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Burt, Daniel Joseph
Education; Arkansas; Homework; Instruction; Physical education; Curriculum and Instruction; Health and Physical Education
thesis / dissertation description
The purpose of the study was to find out the prevalence of physical educators assigning homework to their classes (17.4%) and to identify factors that are related to whether physical educators assign homework. The questionnaire was completed by 144 employed physical educators from the state of Arkansas.Logistic regression, an independent samples t test, and a chi-square test were used to analyze if specific predictors, school demographics, and the personal beliefs of physical educators affected using homework in physical education. No statistical significance was found in the demographics or predictors, but nine of the beliefs selected indicated that a physical educator's beliefs towards homework may be a major factor in assigning homework. Primarily, the physical educators who assigned homework believed more strongly than others that homework could increase physical activity, make grading easier, and increase content knowledge. Physical educators who did not assign homework believed more strongly that grading homework would take too much time, as teachers they had too many time constraints, that activity homework would be difficult to prove completion, if other in-class assignments exist then it was unnecessary, and believed that homework assignments would be hated by parents and students.