华小学生课业负担及学术表现 Homework and Student Academic Performance Among Chinese Primary School Pupils

Abstract

在大马华小，课业在学生的学习生涯扮演极为重要的角色。虽然报章常评论学生的课业负担过重，但各界人士认为课业有提升学术表现的成效，致使华小学生的沉重课业是普遍的现象。这项研究是为了探讨大马霹雳华小学生的课业负担和学术成绩表现之间的关系。此项研究延用库珀尔(1985) 和达巴克(2005) 的课业概念框架。共有384位学生（城市和乡区各192位）成为此项研究的对象。学生纷纷提出学校教师应该分配课业的数量最好介于两本至五本；而教师们则提出课业的分配必须适可而止并重质不重量。根据相关系数分析结果显示学生对课业的兴趣，学生每日需完成的课业页数和种类份量与学术成绩表现有密切关系。有鉴千此，华小教师必需给予学生适合和相关的课业以提升学生的学术表现。

School homework plays an important part in the life of pupils in Malaysian Chinese primary schools. Despites the press decry the heavy burden of homework, it is generally accepted that homework contributes to raise academic performance. This study examines the relationship between the burden of school homework and academic performance among Chinese pupils in national-type primary schools in the state of Perak, Malaysia. The homework conceptual framework of Cooper (1985) and Taback (2005) is used as a point of reference for a sample size of 384 students. Students feel that their teachers should assign two to five pieces of homework each day but the general opinion of teachers is that a moderate amount of homework should be assigned and emphasis be placed on quality rather than quantity. The coefficient correlation analysis shows that there is a significant relationship between the students' interests, number of pages and frequency of Chinese school homework to be completed each day with students' academic achievement. It is argued that teachers should assign appropriate and relevant homework to the pupils so that they may attain good academic performance.