University of Phoenix Survey Finds That American K-12 Teachers Assign Less Homework Than Often Perceived
By University of Phoenix
PHOENIX, Aug. 29, 2017 – A recent University of Phoenix® College of Education survey of more than 1,000 American K-12 teachers reveals 62 percent assign less than three hours of homework per week. Even among high school teachers, who assign the most homework, more than half (53 percent) still assign less than three hours. Further, 27 percent of K-12 teachers assign either less than one hour of homework each week or no homework at all.1. This is in line with recent data from a Morning Consult survey commissioned by University of Phoenix, which found 46 percent of American adults feel less than one hour of homework per day is appropriate for elementary school, and 38 percent feel less than two hours per day is appropriate for high school [2].
“This data challenges the notion that American teachers are continuing a reliance on outside schoolwork,” says Pamela Roggeman, Ed.D., academic dean for the College of Education at University of Phoenix. “In reality, many educators are embracing new models of learning in lieu of traditional homework assignments. Teachers are opting for work outside of class that provide students with different experiences rather than just more ‘drill and skill’ practice.”
In-class teaching practices were also probed, particularly the use of technology: 63 percent of K-12 teachers use technology in the classroom daily, up from 55 percent in 2016. Laptops remain the most common resource, with 86 percent of teachers using them, but other technologies like educational apps (58 percent) and 3D printers (21 percent) are on the rise. Forty-one percent of teachers use social media in the classroom, up from 32 percent in 2016.
Surprisingly, many educators still remain wary of technology’s impact on learning. Although 63 percent of teachers say edtech helps create a more interactive learning experience, 25 percent still feel intimidated by students’ knowledge and use of technology. Meanwhile, 71 percent of teachers feel personal devices make it more difficult for students to pay attention in group settings, up from 65 percent last year.
Dr. Roggeman notes, “New technology can serve as a useful resource for educators and students alike, which is why so many teachers have come to embrace it. That said, this data suggests that many teachers are introducing edtech cautiously. In some cases, they are unfamiliar with certain resources, but more often, they worry that personal devices will become an unwelcome distraction.”
For more information about teacher preparation programs, continuing teacher education and professional development programs at University of Phoenix, visit phoenix.edu/education.
1 This survey was conducted online within the U.S. by Harris Poll on behalf of University of Phoenix between March 29 and April 3, 2017, among 1,001 U.S. adults aged 18 and older who are full-time employed as teachers in grades K-12 with at least an undergraduate degree. The 2016 survey was conducted between April 14 and April 25, 2016, among 1005 K-12 teachers. Figures for age, race/ethnicity, education, region and household income were weighted where necessary to bring them into line with their actual proportions in the population. Propensity score weighting was also used to adjust for respondents’ propensity to be online. For complete survey methodology, please contact Amanda Barchilon.
2 This poll was conducted from June 15-19, 2017, among a national sample of 2,528 adults. E-interviews were conducted online and the data were weighted to approximate a target sample of adults based on age, race/ethnicity, gender, educational attainment and region. Results from the full survey have a margin of error of plus or minus two percentage points.
