Abstract
This study investigates the behaviors and attitudes toward homework among Hispanic secondary students. A random sample of 272 students was divided into three groups, those in the regular program, those in the ESL program and those in transition from the ESL program. Questionnaires in English and Spanish were developed for students and parents to collect data. The statistical treatment of the data included percentages, means, chi square, ANOVA, and Sheffe tests. Over 97 percent of the students reported spending some time each week day on homework. The ESL group reported making a greater effort to complete and turn in homework assignments than did the other groups. Students' attitudes toward homework in general were positive. The ESL group was significantly more positive about homework than the other two groups. Students in all three groups rated vocabulary, math problems, studying for tests, reading, and writing spelling words as being helpful. Students in all groups agreed that assignments to watch T.V. or look for current events in a newspaper were "busy work." Parents and students generally agreed on the answers to the questions. Parents surveyed felt they lacked knowledge and skills to help with homework. Major conclusions from this study are: (1) ESL students spend the same amount of time on homework tasks as other students; however, their perceptions of the time needed for assignments are different. It appears that they underestimate the amount of time needed or that they are given less homework than other students; (2) Potentially, the ESL students are better students as they put in more effort, report higher completion rate for assignments and have a higher sense of efficacy; and (3) There is some evidence that students are willing to accept more challenging assignments. Important recommendations from this study were: (1) homework should be given to all students; (2) homework should be balanced between traditional assignments and assignments requiring higher order critical and creative thinking; and (3) parents should continue to supervise homework of high school students. Implications for further research are included.