Implementing a Plan-Do-Review Cycle to Improve Thai Teenage Students’ Homework Completion Rates
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Abstract
This study examined the impact of formative assessment and motivational strategies on homework completion among Thai adolescents aged 13-16 who were studying a beginner-level coursebook at a private language school in Bangkok. Before the intervention, a questionnaire adapted from the Intrinsic Motivation Inventory (IMI) assessed students' attitudes towards the school's current homework approach. The IMI questionnaire was also administered periodically throughout the study to monitor changes in these attitudes over time. Results indicated that while students recognised the value of homework, their motivation was lacking, leading to homework being copied or left incomplete. The intervention introduced a Plan-Do-Review cycle through a 'homework wheel', which included tools such as a learning wall, goal-setting forms, and a star chart to foster engagement and self-reflection. Data collection involved quantitative and qualitative methods. Homework completion rates and goal achievement percentages were examined and interpreted within a Google Sheets spreadsheet, along with qualitative field notes on student behaviour and attitudes. Findings revealed a significant increase in homework completion and intrinsic motivation, with students developing more positive attitudes to homework. This research offers practical insights for educators seeking to improve homework completion and student motivation in similar educational settings.
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