homework questionnaire for pupils

Education Endowment Foundation:Homework

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Homework’s implications for the well-being of primary school pupils—perceptions of children, parents, and teachers.

1. Introduction

1.1. homework—perspectives of students, teachers, and parents, 1.2. homework practices in primary education in romania, 1.3. present study, 2. methodology, 2.1. design, data collection methods, and procedures, 2.2. participants, 2.3. data analysis, 3. research findings, 3.1. homework not liked by students.

Learning Cycle	Students	Parents	Teachers
Classes I–II	- homework in the subject in which they are not doing well (61.5%); - for which they put a lot of effort (23.1%); - considered difficult (15.4%).	- that put them in difficulty (30%); - difficult, above their level of knowledge (30%); - in a discipline they do not prefer (20%); - for which they put a lot of effort (20%).	- repetitive (35.7%); - long and tiring (28.6%); - for which a lot of effort is put in (14.3%); - considered difficult (14.3%); - considered uninteresting (7.1%).
Classes III–IV	- for which they put a lot of effort (38.5%); - long and tiring (30.8%); - difficult (15.4%); - repetitive (7.7%); - with imposed limits (7.7%).	- for which they put a lot of effort (42.9%); - make students feel insecure about their strengths (14.3%); - with imposed limits (14.3%); - that are not appreciated (14.3%); - in a particular discipline they do not prefer (14.3%).	- for which they put effort (30.8%); - long and tiring (23.1%); - that put them in difficulty (23.1%); - repetitive (15.4%); - with imposed limits (e.g., compositions with given homework or a limited number of lines) (7.7%).

3.2. Students’ Negative Reactions When Doing Homework

Learning Cycle	Students	Parents	Teachers
Classes I–II	- feel bad and blame themselves for forgetting (50.0%); - are disappointed (37.5%); - get upset that they can’t go to play because they can’t finish promptly (12.5%).	- after calm discussions, they resume work even though they are disappointed (33.3%); - students cry when forced to do homework (16.7%); - students are disappointed (8.3%); - take a break and restart after (8.3%); - are stressed (8.3%); - lose patience (8.3%); - demotivate very quickly (8.3%); - categorically refuse to do them (8.3%).	- categorically refuse to do them (25.0%); - students cry when forced to do their homework (16.7%); - they intentionally forget their notebook at home (16.7%); - demotivate very quickly (8.3%); - get discouraged and ask their parents to help them (8.3%); - admit they don’t know, but try (8.3%); - get angry (8.3%); - take an interest in solving them (8.3%).
Classes III–IV	- feel bad and blame themselves for forgetting (36.4%); - gather frustrations (27.3%); - take a break and resume after (9.1%); - get discouraged and ask their parents to help them (9.1%); - take an interest in solving (9.1%); - lose confidence in their strength (9.1%).	- they gather frustration and close themselves off (50.0%); - I take a break and restart after (20.0%); - after calm discussions resume their work (10.0%); - get discouraged and ask their parents to help them (10.0%); - lose confidence in their strength (10.0%).	- honestly say they don’t know (16.7%); - refuse to solve their homework (16.7%); - are disappointed (16.7%); - get discouraged and ask their parents to help them (16.7%); - take a break and resume after (8.3%); - cry when forced to do their homework (8.3%); - they intentionally forget their notebook at home (8.3%); - students ask for help (8.3%).

3.3. Homework That Makes Children Feel Good

Learning Cycle	Students	Parents	Teachers
Classes I–II	- contain creative elements (visual arts or text composition) (50.0%); - who value them and feel appreciated (16.7%); - reading (8.3%); - by choice (8.3%).	- those preparing for competitions (71.4%); - those in preparation for classroom assessments (28.6%).	- involve the use of imagination (22.2%); - homework that makes students feel valued (22.2%); - appeal to real life (11.1%); - are related to practical things (11.1%); - homework to be checked with the teacher (11.1%); - negotiated with the teacher (11.1%); - in which a funny story is found (11.1%).
Classes III–IV	- involve the use of imagination (30.8%); - value them and feel appreciated (23.1%); - creative (23.1%); - increasing their self-confidence (15.4%); - appeal to real life (7.7%).	- make them feel appreciated (62.5%); - involves the use of imagination (12.5%); - are related to practical things (12.5%); - carried out as a team (12.5%).	- value them and feel appreciated (21.1%); - the projects they present to the class (15.8%); - for which they are rewarded (10.5%); - involve the use of imagination (5.3%); - homework that appeals to real life (5.3%); - changing the word “homework” to something else (5.3%); - in teams (5.3%); - investigation on a specific topic (5.3%); - creative (5.3%); - easy, which is effortless (5.3%); - in the form of debates (5.3%); - differentiated (5.3%); - increasing their self-confidence (5.3%).

3.4. Homework Students Like

Learning Cycle	Students	Parents	Teachers
Classes I–II	- in the form of reading or writing (35.7%); - contain creative elements (28.6%); - make them feel appreciated (14.3%); - preparation for evaluation (14.3%).	- Maths exercises (62.5%); - reading (25.0%); - projects (12.5%).	- practice (15.8%); - that they carry out on their own (15.8%); - are resolved in a relatively short time (15.8%); - attractive (10.5%); - contain creative elements (10.5%); - Maths exercises (10.5%); - in the form of gambling (10.5%); - reading or writing (5.3%); - arouse curiosity (5.3%).
Classes III–IV	- contain creative elements (35.3%); - reading (35.3%); - Maths exercises (11.8%); - attractive (5.9%); - short (5.9%); - projects (5.9%).	- Maths exercises (27%); - projects (18%); - bring creative elements (18%); - practice (9%); - team homework (9%); - are appreciated by teachers (9%).	- projects (27.3%); - appreciated by teachers and colleagues (13.6%); - short (13.6%); - are completed (9.2%); - involves creativity (9.1%); - not involving much effort (9.1%); - understood in the classroom (4.5%); - in teams (4.5%); - investigation (4.5%).

3.5. Checking and Assessing Homework

Learning Cycle	Students	Parents	Teachers
Classes I–II	- students correct their homework together with their classmates, guided by the teacher, and congratulate each other (38.5%); - positive or negative verbal comments are made (30.8%); - teachers give them rewards on checked homework, based on accuracy (15.4%); - homework is not checked daily and students become sad (7.7%); - they give themselves pluses and minuses (7.7%), being sure that they did (less/fairly) well.	- don’t know how the assessment and verification is done, but are notified if problems occur (33%); - homework is assessed and checked, and students’ work is validated (33%); - homework is not checked daily and students are sad, and disheartened (17%); - are rewarded with stickers and stickers, which are meant to make children happy (17%).	- give positive and constructive verbal feedback on homework (44.4%); - stickers, stickers as rewards (33.3%); - motivate students with good grades (22.2%).
Classes III–IV	- homework is checked and corrected individually (38.5%), bringing the satisfaction of a job well done; - students correct their homework together with their classmates, guided by the teacher, and congratulate each other (30.8%); - students don’t get their homework checked every day and students get sad (7.7%); - give themselves pluses and minuses (23%), being confident that they did (less/fairly) well.	- do not know how homework is checked and assessed, but are notified if something is wrong (50.0%); - homework is checked, but no daily assessment is given (37.5%); - check, then make notes (12.5%).	- assess homework by awarding grades (33.3%); - check and correct their homework in front (33.3%); - correct the homework, then put “seen” (11.1%); - check students out of homework when they take them to the blackboard (11.1%); - checks and corrects their homework individually (11.1%).

3.6. Suggestions for Improving Educational Practices Regarding Homework

Learning Cycle	Students	Parents	Teachers
Classes I–II	- creative homework (cutting, gluing, painting) (72.7%); - doing homework as a game (18.2%); - organization of team competitions (9.1%).	- some parents refrain and think teachers know better (33%); homework in the form of a game (22%); - team competition (11%); - participation in training courses (11%); - children should make suggestions, they are directly involved (11%); - story context (11%).	- creative homework (cutting, gluing, painting) (25.0%); - homework in the form of a game (16.7%); - presentation of attractive material on the Internet (16.7%); - alternating homework (16.7%); - making worksheets more attractive (16.7%); - replacing the word “homework” with something else (8.3%).
Classes III–IV	- homework in the form of a game (22.7%); - creative techniques (cutting, gluing, painting) (18.2%); - creative writing (13.6%); - documentation and elaboration of a project on a given homework (13.6%); - dividing the class into three groups and giving three types of homework (9.1%); -more attractive workplaces (9.1%); - creating cards with homework ideas (4.5%); - rewarding students (4.5%); - diversification of homework (4.5%);	- use of digital applications (25.0%); - homework in the form of a game (12.5%); - team projects (12.5%); - homework with a reference to modern-day reality (12.5%); - homework in the form of an experiment (12.5%); - homework in the form of competitions (12.5%); - some parents abstain (12.5%).	- rewarding students (12.5%); - better organization of after-school time (12.5%); - diversifying homework (12.5%); - children’s choice of homework (6.3%); - a good combination of modern and traditional methods (6.3%); - creating a suitable environment, free of distracting elements (6.3%); -giving homework in the form of more attractive worksheets (6.3%); - use of digital applications (6.3%); - presentation of attractive material online (6.3%); - not permitting the parent to intervene directly in the students’ homework (6.3%); - creative homework (cutting, gluing, painting) (6.3%); - homework in the form of competitions (6.3%); - homework in the form of a game (6.3%).

4. Discussions

5. conclusions, author contributions, institutional reviewer board statement, informed consent statement, data availability statement, conflicts of interest.

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Theme	Subtheme
Homeworks not popular with students	Homework given in the non-preferred subject; A lot of effort; Difficult homework; Long and tedious homework; Repetitive homework; Homework with limits.
Students’ reactions when they don’t know how to do homework	They feel bad and blame themselves when they forget information; They are disappointed; They get upset when they can’t play; It builds frustration; Take a break and resume afterward; Ask parents to help them; They take an interest in solving it; They lose confidence in their strength.
Feel-good homeworks	Homework that involves the use of imagination; Homework that appeals to real life; Homework that makes children stand out; Creative homework; Homework that increases their confidence in their strengths; Homework is given a choice; Homework containing reading elements.
Homeworks students love	Homework containing elements of reading or writing, preferably with creative elements; Homework that makes children feel valued; The preparation homework for the evaluation, with self-evaluation grid; Homework containing exercises in mathematics; Attractive homework; Short homework; Projects.
Checking and assessing homework	Students check their homework with their classmate; Positive or negative verbal praise is given; Teachers reward for fairness; Pluses and minuses are given; Homework is not checked daily and students become sad; Homework is checked individually.
Suggestions for improvement	Assigning creative homework (decoupage, gluing, painting); Making homework in the form of a game; Organising competitions; Documenting and developing a project on a given homework; Homework containing elements of literary creation; Dividing the class into three groups and assigning three types of homework; Creating cards with homework ideas.

Theme	Subtheme
Homeworks not popular with students	Homework with imposed limits; Repetitive homework; Long and tedious homework; Homework that takes a lot of effort; Homework is considered difficult; Homework considered uninteresting; Homework that put them in difficulty.
Students’ reactions when they don’t know how to carry out homework	He flatly refuses to do them; Children cry; They get demotivated very quickly; They get discouraged and ask their parents to help them; They admit they don’t know, but try; Child gets angry; They take an interest in solving them; I honestly don’t know; They are disappointed; Child takes a break and resume afterward; She leaves her notebook at home with intent; Students ask for help.
Feel-good homeworks	Homework that involves the use of imagination; Homework that makes students feel valued; Homework that appeals to real life; Homework that is related to practical things; Homework to be checked with the teacher; Homework negotiated with the teacher; Homework in which a funny story is found; The projects they present to the class; Homework for which they are rewarded; Replacing the word ‘homework’ with something else; Team homework; Homework of investigation on a specific topic; Creative homework; Easy homework that is effortless to complete; Homework in the form of debates; Differentiated homework; Homework that increases their confidence in their strengths.
Homework students love	Practical homework; Homework that they do themselves; Homework that can be solved in a relatively short time; Attractive homework; Homeworks containing creative elements; Homework in the form of maths exercises; Homework in the form of a game; Homeworks containing elements of reading or writing; Homework that sparks curiosity; Project homework; Homework appreciated by teachers and colleagues; Homeworks that are carried through; Homework that doesn’t involve much effort; Homework understood in class; Team homework; Homeworks of investigation.
Checking and assessing homework	I give positive and constructive verbal feedback; Stickers, stickers, and dots are awarded as rewards; They motivate students with good grades; Evaluate homework by awarding grades; They check and correct their homework upfront; Correct the homework, then put “seen”; They check students off homework when they take them to the blackboard; They check and correct their homework individually.
Suggestions for improvement	Homework in game form; Presentation of attractive material from the Internet; Alternating homework; Making worksheets more attractive; Replacing the word ‘homework’ with something else; Rewarding students; Efficient time organization; Diversifying homework; Children’s choice of homework; Good combination of modern and traditional methods; Creating a suitable environment without distracting elements; Using digital applications; Parents don’t interfere in students’ homework; Creative homework (decoupage, gluing, painting); Homework in the form of competitions.

Theme	Subtheme
Homeworks not popular with students	Homework that put them in difficulty; Difficult homework, above the student’s level of knowledge; Homework given in a non-preferred subject; Homework they put a lot of effort into; Homework that makes students feel insecure about their strengths; Homework with limits; Homework that is not appreciated.
Students’ reactions when they don’t know how to do homework	The students resume their work after calm discussions, although they are disappointed; Students cry when they can’t cope; Students are disappointed when they don’t do well; Students are stressed; Students are losing patience; Students get demotivated very quickly; Students flatly refuse to do them; Students gather frustrations; Students take a break and restart afterward; Students get discouraged and ask parents to help them.
Feel-good homeworks	Preparatory homework for competitions; Homework to prepare for classroom assessments; Homework that makes children feel valued; Homework that involves the use of imagination; Homework that is related to practical things; Homework done in teams.
Homework students love	Maths exercises; Homework involving elements of reading; Homework in the form of projects; Homework that brings creative elements; Practical homework; Team homework; Homework that is appreciated by teachers.
Checking and assessing homework	Homework is not checked daily and students become sad; Some parents don’t know how to assess and check; Rewarding with polka dots and stickers; Homework is assessed and checked especially at after-school; Homework is checked, then marked; Homework is checked, but not graded daily.
Suggestions for improvement	Parents refrain; Homework in game form; Team competition; Participation of teachers in training courses; Children should give suggestions; Story context; Using digital applications; Team projects; Homework regarding the reality of our days; Homework in the form of an experiment; Homework in the form of competitions.

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Share and Cite

Negru, I.; Sava, S. Homework’s Implications for the Well-Being of Primary School Pupils—Perceptions of Children, Parents, and Teachers. Educ. Sci. 2023 , 13 , 996. https://doi.org/10.3390/educsci13100996

Negru I, Sava S. Homework’s Implications for the Well-Being of Primary School Pupils—Perceptions of Children, Parents, and Teachers. Education Sciences . 2023; 13(10):996. https://doi.org/10.3390/educsci13100996

Negru, Iasmina, and Simona Sava. 2023. "Homework’s Implications for the Well-Being of Primary School Pupils—Perceptions of Children, Parents, and Teachers" Education Sciences 13, no. 10: 996. https://doi.org/10.3390/educsci13100996

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Using LbQ at home

Homework with Learning by Questions is less 'work for at home' and more 'lessons without limits'.

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LbQ can do all the marking and give you an immediate snap shot of everyone's strengths and weaknesses. You can adapt the learning, selecting different tasks for different children at the click of a button.

Perfect for targeted gap-filling beyond the lesson.

Set the challenge, check-in on progress, and know that they're getting to stretch those independent learning muscles away from your classroom.

The individualised feedback pupils get to every answer acts like a tiny teacher on their shoulder, guiding them towards success.

Just because it's independent doesn't mean they have to start off alone.

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Start by creating your class., simple to share.

Once you've created a class, there's a button that prints out a label for every pupil - no tricky templates to wrangle.

This has their unique QR code that allows them to access the homework or independent study tasks really easily.

No need for oodles of spreadsheets; classes can be created in moments with LbQ when the first lesson begins. What's more, you can track your class's progress over a period of time, be that a lesson, a term, or even the whole academic year.

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LbQ allows you to select which pupils in the class receive the work. This means you can set different tasks for different pupils, adapting the learning to maximise individual progress.

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Pick up in the lesson.

The inverse is also true. Ask pupils to cover the basics at home, then tackle the more challenging questions when they are back in school and where they have your additional support.

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Homework Questionnaire

Parents Voice on Homework

Dear Parents/Carers

As part of our on-going school improvement work, I am reviewing our homework policy in January 2019.

It is essential that, as part of the review, I gather the thoughts and opinions of parents. I would be grateful if you could find 5 minutes to answer the following questions and return your questionnaire to me, via your child’s class teacher or the school office, by Monday 10 December.

Thanks in anticipation of your support.

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Schooldays in the past - homework questionnaire

Subject: History

Age range: 7-11

Resource type: Worksheet/Activity

Last updated

8 February 2021

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This is a homework task for primary aged pupils who are learning about schools of the past. The task is to interview an older person and find out about their childhood and schooldays - to compare them with modern schools and children nowadays. Pupils could interview a grandparent, parent or other relative, or even a good family friend – the older, the better! Pupils are given a few questions to start the interview - then it is up to them to think of their own.

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Parent Questionnaires

Asessment Practices - Survey Monkey

Please download the feedback from our Assessment Practices Survey carried out in May 2019.

We had 68 family responses, ( 78 pupils ) and the overall comments were extremely positive.

We will continue to implement our assessment practices in light of the feedback and will look to address any concerns raised.

A slight alteration will be the change in the half term tests. A class test will be carried out at the end of each term (Christmas and Easter) with a study topic list provided in advance of the test. These tests will be a guideline to your child's progress and excellent preparation for the Progress Test in English (PTE) and the Progress Test in Maths (PTM)

Greater efforts will be made to raise the profile of the STAR Reading test for our Key Stage 2 classes. At the beginning of each half term the KS2 pupils complete a STAR reading test to determine their Accelerated Reader target. Results of these tests will be distributed during the Parent Teacher meeting on January 15th 2020.

Thank you once again for taking the time to complete this survey.

Homework In Faughanvale PS

Faughanvale Primary School, 3 Vale Road, Greysteel, Co.Derry BT47 3EE | Phone: 028 7181 0529

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Ysgol Uwchradd Pontypridd High School

Homework Questionnaire for Parents

Notices, News & Events

Parents, we would like your feedback.

We would like to collect the views of parents regarding pupil homework at Pontypridd High School.

Please click on the link below to complete a short survey:

https://forms.office.com/Pages/ResponsePage.aspx?id=JV7q4fNEh0qdGi_iA1Po9lTDjpstzOhKiI0NHU6vzw9UOE1QNllYMlNEVlA3UVNMTTIxV1JLTEpEOS4u

IMAGES

Primary School Childrens Homework Questionnaire
Solved Homework 3
Parent Questionnaire Printable
a student question sheet with the words, what is your name? and an
Survey Questionnaire
Questionnaire

COMMENTS

PDF Elements of Effective Homework
posed to practice rote skills. Similarly, parents and educators may want to promote student autonomy and independence when doing homework, and keep in mind other important developmental tasks such as playtime, reading for pleasure, family time, and downtime when considering the pros and cons of assignin.
PDF Holy Trinity CE Primary School Homework Questionnaire for Parents and
Homework Questionnaire for Parents and Carers As promised we would like to hear more of your views on homework so that we have your feedback as we develop our new policy. We are planning to have a new policy by the end of the summer term which we will develop having collected as many views from our school community as possible.
PDF How much homework do you think students receive?
At the end of each questionnaire there was a chance to give comments or expand on any of the questions. Some pupils expressed their delight in completing homework. Two students from Year 7 commented 'Homework is the best', another student from Year 10 commented 'All teachers should give homework once a week.' Other
Homework
Pupils eligible for free school meals typically receive additional benefits from homework. However, surveys in England suggest that pupils from disadvantaged backgrounds are less likely to have a quiet working space, are less likely to have access to a device suitable for learning or a stable internet connection and may receive less parental support to complete homework and develop effective ...
Homework's Implications for the Well-Being of Primary School Pupils
Teachers and educational researchers explore various approaches to make homework more engaging and enjoyable, intending to improve the well-being and academic performance of primary school students. The study aimed to identify practices with positive and negative effects on students' well-being when doing homework. The views of those involved in giving, doing, and assessing homework were ...
Pupil survey pack
Simply copy the statements you'd like to use and drop them into your survey - or use 1 of our ready-made templates. KeyDoc: pupil survey pack (EYFS and primary) DOC, 265.0 KB. Download. You'll find questions on a range of subjects and topics, including: Curriculum.
PDF Sample Open Questions for A Pupils Focus Group
SAMPLE OPEN QUESTIONS FOR A PUPILS FOCUS GROUP The word SUBJECT is used. The focus group leader should amend as appropriate to reflect the subject or the aspect of teaching and learning that is being evaluated. WHAT HELPS YOU LEARN IN THIS SUBJECT*? ... WHAT TYPES OF HOMEWORK HELP YOUR LEARNING?
PDF What do you think about homework?
to complete the questionnaire as your opinions are really valued. As you will no doubt be aware the most complex issue with homework is the range of differing views around what it should look like for your own children. We feel it is essential for homework to link effectively with the learning taking place in school.
Pupil and parent surveys
Pupil and parent surveys. Use our step-by-step guide and grab-and-go statement banks to save time and get the insights you need from parents, pupils and staff. Use these age-adaptable questionnaires to survey your pupils on e-safety and what they do online, so you can better plan your curriculum. Find everything you need to create your survey ...
Using LbQ at home
With LbQ, you can thoroughly cover the basic understanding in the lesson and then ask pupils to complete the more challenging questions at home at the click of a button. watch pupils flourish with individual learning journeys. connect learning at home with learning in the lesson. Excellent, let's get you set up with an account!
(PDF) Investigating the Effects of Homework on Student ...
Homework has long been a topic of social research, but rela-tively few studies have focused on the teacher's role in the homework process. Most research examines what students do, and whether and ...
gov
Questionnaires are a versatile school self-evaluation tool. They allow information on the work of the school to be collected from a range of people including teachers, students, parents and the board of management. You may wish to issue your questionnaires in an online format. You will find useful supports here from the PDST - Technology in ...
Full article: Parental Involvement in Math Homework: Links to Children
Helping children with homework is the most typical form of parental involvement (e.g., 1.14 hours per week in fourth through sixth grades for math in the USA [Pezdek, Berry, & Renno, Citation 2002]), which is assumed to contribute to children's success and motivation in school subjects.However, research on the efficiency of parental involvement in homework on children's academic ...
Pupil questionnaires: attitudes to reading
KeyDoc: primary questionnaire - attitudes to reading DOC, 354.5 KB. Download. The questionnaire should be used in lesson time, so the teacher can read the questions out loud, and help any pupils who need support. Younger pupils may need an adult to scribe for them. Pupils with special educational needs (SEN) and/or English as an additional ...
gov
Questionnaires are a versatile school self-evaluation tool. They allow information on the work of the school to be collected from a range of people including teachers, students, parents and the board of management. They can be used for the purpose of obtaining: factual information (for example, frequency of use of ICT in lessons, type of ...
Woodlands Park Primary School
Parent Homework Questionnaire - December 2018. Woodlands Park Primary School is part of the Westcountry Schools Trust which is a Limited Company registered in England & Wales. Company Number: 07398467. Registered address: Harford Road, Ivybridge, Devon, PL21 0JA. Tel: 01752 891790.
PDF inspection questionnaire.
ent with the school 14. I receive helpful, regular feedback about how my child is learning and developing e.g. informal feedback, repor. y d. sagreeDon't know15. The information I receive about how my child is doing reac. y d. sagreeDon't know16. I understand how my child . y d.
Pupil Voice Questionnaire & Audit Resource Pack Whole School
This Whole-School Pupil Voice Questionnaire and Audit Resource Pack contains a range of age-appropriate pupil voice questionnaires and surveys that give pupils an opportunity to express how they feel about various aspects of school life. Each questionnaire provides a detailed breakdown of the learning, school community, peer support and environment through positive statements which will allow ...
Quantitative Study on the Usefulness of Homework in ...
Incl. bibl. Students (n = 709), parents, and teachers (n = 82) completed a questionnaire concerning amount of homework assigned by teachers, portion of assignments completed by students, and ...
Schooldays in the past
This is a homework task for primary aged pupils who are learning about schools of the past. The task is to interview an older person and find out about their childhood and schooldays - to compare them with modern schools and children nowadays. ... Pupils are given a few questions to start the interview - then it is up to them to think of their ...
(PDF) Primary homework in England: the beliefs and practices of
This study examines teachers' views about and practices in homework in primary schools, based on questionnaire data from 235 primary teachers and 19 in-depth interviews. Findings suggest that ...
Parent Questionnaires
We had 68 family responses, ( 78 pupils ) and the overall comments were extremely positive. ... Thank you for taking the time to complete the questionnaire based on homework in our school. We had 57 family responses which is a good representation of our school. ... - 55% believe the amount of homework their child/ren receives is about right ...
Pontypridd High School
Pupil Development Grant (PDG) School Improvement Priorities 2023 - 24; Pupil Life. ... Homework Questionnaire for Parents. Home; Pupil Life; ... Parents, we would like your feedback. We would like to collect the views of parents regarding pupil homework at Pontypridd High School. Please click on the link below to complete a short survey ...