prikaz prve stranice dokumenta Does homework as a learning strategy stimulate additional student overload?
  Download
PDF 1.08 MB
Scientific paper - Original scientific paper
Does homework as a learning strategy stimulate additional student overload?
Didactica Slovenica - pedagoška obzorja: znanstvena revija za didaktiko, 29 (2014), 3-4; 49-65. urn:nbn:hr:141:367885
Peko, Anđelka; Dubovicki, Snježana; Munjiza, Emer

Cite this document

Peko, A., Dubovicki, S. & Munjiza, E. (2014). Does homework as a learning strategy stimulate additional student overload?. Didactica Slovenica - pedagoška obzorja: znanstvena revija za didaktiko, 29. (3-4), 49-65. Retrieved from https://urn.nsk.hr/urn:nbn:hr:141:367885

Peko, Anđelka, et al. "Does homework as a learning strategy stimulate additional student overload?." Didactica Slovenica - pedagoška obzorja: znanstvena revija za didaktiko, vol. 29, no. 3-4, 2014, pp. 49-65. https://urn.nsk.hr/urn:nbn:hr:141:367885

Peko, Anđelka, Snježana Dubovicki and Emer Munjiza. "Does homework as a learning strategy stimulate additional student overload?." Didactica Slovenica - pedagoška obzorja: znanstvena revija za didaktiko 29, no. 3-4 (2014): 49-65. https://urn.nsk.hr/urn:nbn:hr:141:367885

Peko, A., Dubovicki, S. and Munjiza, E. (2014) 'Does homework as a learning strategy stimulate additional student overload?', Didactica Slovenica - pedagoška obzorja: znanstvena revija za didaktiko, 29(3-4), pp. 49-65. Available at: https://urn.nsk.hr/urn:nbn:hr:141:367885 (Accessed 07 November 2024)

Peko A, Dubovicki S, Munjiza E. Does homework as a learning strategy stimulate additional student overload?. Didactica Slovenica - pedagoška obzorja: znanstvena revija za didaktiko [Internet]. 2014 [cited 2024 November 07];29(3-4):49-65. Available at: https://urn.nsk.hr/urn:nbn:hr:141:367885

A. Peko, S. Dubovicki and E. Munjiza, "Does homework as a learning strategy stimulate additional student overload?", Didactica Slovenica - pedagoška obzorja: znanstvena revija za didaktiko, vol. 29, no. 3-4, pp. 49-65, 2014. [Online]. Available at: https://urn.nsk.hr/urn:nbn:hr:141:367885. [Accessed: 07 November 2024]

Please login to the repository to save this object to your list.
Metadata
Title (english)Does homework as a learning strategy stimulate additional student overload?
AuthorAnđelka Peko
MBZ: 101671
AuthorSnježana Dubovicki
MBZ: 312473
AuthorEmer Munjiza
MBZ: 165865
Author's institutionJosip Juraj Strossmayer University of Osijek
Faculty of Education
Author's institutionJosip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
(Department of Pedagogy)
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Abstract (english)
This paper questions if homework is a learning strategy that represents compulsory, optimum or additional indefinite student overload. In the pedagogical theory and practice there are opposite stances as to the mentioned dilemma. It is necessary to analyse the overall overload with school commitments and homework in this context. The results of the research presented in this paper, which are based on empirical evidence, point to the total student overload from the first (6.4 hours per day) to the eighth grade (10.4 hours per day). Analysing the total expected student overload and adding demands relative to homework, it is evident that students are overburdened in Croatian compulsory education. The results of the research conducted suggest that homework as a learning strategy additionally burdens students in Croatian compulsory education. It is necessary to solve the problem of overloaded students in a systematic manner. Disburdening students, which is inevitable, involves dimensioning and forming homework, as a factor of overload in students and it must therefore be modified.
Keywords (english)
Languageenglish
Publication typeScientific paper - Original scientific paper
Publication statusPublished
Peer reviewPeer review - international
Publication versionPublished version
Journal titleDidactica Slovenica - pedagoška obzorja: znanstvena revija za didaktiko
Numberingvol. 29, no. 3-4, pp. 49-65
p-ISSN0353-1392
URN:NBNurn:nbn:hr:141:367885
Publication2014
Document URLhttp://bib.irb.hr/746320
Type of resourceText
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2018-11-02 09:51:40