Influencing factors in elementary school teachers by proposing homework to students in the Región of Murcia (Spain)

Detalhes bibliográficos
Autor(a) principal: Cascales-Martínez , Antonia
Data de Publicação: 2021
Outros Autores: Pamies-Berenguer , Marcial, Carrillo-García, María Encarnación
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.21814/rpe.19267
Resumo: El objetivo de este artículo es definir los factores que influyen en los maestros de primaria al proponer tareas a los estudiantes. El estudio se realizó con una muestra de 93 docentes en servicio activo en la Región de Murcia (España), que respondieron un cuestionario validado, a través de un juicio experto por el método Angoff (Ricker, 2006), que consistió en 35 preguntas. El análisis de datos relacionados con los factores definidos, tales como: participación familiar, sentimientos personales, decisiones y suposiciones del personal; Tener en cuenta las variables definidas como: frecuencia de tareas, actividades por semana y tareas necesarias, nos ayuda a concluir que existen factores decisivos para el profesorado cuando propone tareas al alumnado y estos factores están condicionados por el número de días por semana que el profesorado propone tareas al alumnado, el número estimado de actividades por semana asignadas al alumnado y el tiempo necesario para completar la tarea.
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spelling Influencing factors in elementary school teachers by proposing homework to students in the Región of Murcia (Spain)Influencing factors in elementary school teachers by proposing homework to students in the Región of Murcia (Spain)Factors that influence primary school teachers when sending homework to students in the Region of Murcia (Spain)ArtigosEl objetivo de este artículo es definir los factores que influyen en los maestros de primaria al proponer tareas a los estudiantes. El estudio se realizó con una muestra de 93 docentes en servicio activo en la Región de Murcia (España), que respondieron un cuestionario validado, a través de un juicio experto por el método Angoff (Ricker, 2006), que consistió en 35 preguntas. El análisis de datos relacionados con los factores definidos, tales como: participación familiar, sentimientos personales, decisiones y suposiciones del personal; Tener en cuenta las variables definidas como: frecuencia de tareas, actividades por semana y tareas necesarias, nos ayuda a concluir que existen factores decisivos para el profesorado cuando propone tareas al alumnado y estos factores están condicionados por el número de días por semana que el profesorado propone tareas al alumnado, el número estimado de actividades por semana asignadas al alumnado y el tiempo necesario para completar la tarea.The objective of this article is to define the influencing factors in elementary school teachers by proposing homework to students. The study was conducted with a sample of 93 teachers in active service in the Region of Murcia (Spain), who answered a validated questionnaire, through an expert judgment by the Angoff method (Ricker, 2006), which consisted of 35 questions. The analysis of data related to the factors defined such as: Family Involvement, Personal Feelings, Staff Decisions and Assumptions; taking into account the variables defined as: frequency of homework, activities per week and needed to do homework, help us to conclude that there are decisive factors for teachers when proposing homework to their students and these factors are conditioned by the number of days per week that teachers assign homework to their students, the estimated number of activities per week assigned to students, and the time needed to complete the task.The aim of this article is to define factors that influence elementary school teachers when assigning homework to students. The study was conducted with a sample of 93 teachers of the Region of Murcia (Spain). Teachers answered a questionnaire, with 35 questions, that was validated through an expert judgment by the Angoff method (Ricker, 2006). The analysis of data defined the factors, and they were: Family Involvement, Personal Feelings, Staff Decisions and Assumptions. Besides, the variables defined as frequency of homework, activities per week and needed to do homework, help us to conclude that there were decisive factors for teachers when giving homework to their students, and these factors were conditioned by the number of days per week that teachers assign tasks to their students, the estimated number of activities per week given to students, and the time needed to complete the tasks.Instituto de Educação - Universidade do Minho2021-07-06T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.21814/rpe.19267spa2183-04520871-9187Cascales-Martínez , AntoniaPamies-Berenguer , MarcialCarrillo-García, María Encarnacióninfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-06T09:37:29Zoai:ojs.revistas.rcaap.pt:article/19267Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:36:20.832172Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Influencing factors in elementary school teachers by proposing homework to students in the Región of Murcia (Spain)
Influencing factors in elementary school teachers by proposing homework to students in the Región of Murcia (Spain)
Factors that influence primary school teachers when sending homework to students in the Region of Murcia (Spain)
title Influencing factors in elementary school teachers by proposing homework to students in the Región of Murcia (Spain)
spellingShingle Influencing factors in elementary school teachers by proposing homework to students in the Región of Murcia (Spain)
Cascales-Martínez , Antonia
Artigos
title_short Influencing factors in elementary school teachers by proposing homework to students in the Región of Murcia (Spain)
title_full Influencing factors in elementary school teachers by proposing homework to students in the Región of Murcia (Spain)
title_fullStr Influencing factors in elementary school teachers by proposing homework to students in the Región of Murcia (Spain)
title_full_unstemmed Influencing factors in elementary school teachers by proposing homework to students in the Región of Murcia (Spain)
title_sort Influencing factors in elementary school teachers by proposing homework to students in the Región of Murcia (Spain)
author Cascales-Martínez , Antonia
author_facet Cascales-Martínez , Antonia
Pamies-Berenguer , Marcial
Carrillo-García, María Encarnación
author_role author
author2 Pamies-Berenguer , Marcial
Carrillo-García, María Encarnación
author2_role author
author
dc.contributor.author.fl_str_mv Cascales-Martínez , Antonia
Pamies-Berenguer , Marcial
Carrillo-García, María Encarnación
dc.subject.por.fl_str_mv Artigos
topic Artigos
description El objetivo de este artículo es definir los factores que influyen en los maestros de primaria al proponer tareas a los estudiantes. El estudio se realizó con una muestra de 93 docentes en servicio activo en la Región de Murcia (España), que respondieron un cuestionario validado, a través de un juicio experto por el método Angoff (Ricker, 2006), que consistió en 35 preguntas. El análisis de datos relacionados con los factores definidos, tales como: participación familiar, sentimientos personales, decisiones y suposiciones del personal; Tener en cuenta las variables definidas como: frecuencia de tareas, actividades por semana y tareas necesarias, nos ayuda a concluir que existen factores decisivos para el profesorado cuando propone tareas al alumnado y estos factores están condicionados por el número de días por semana que el profesorado propone tareas al alumnado, el número estimado de actividades por semana asignadas al alumnado y el tiempo necesario para completar la tarea.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-06T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.21814/rpe.19267
url https://doi.org/10.21814/rpe.19267
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv 2183-0452
0871-9187
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Instituto de Educação - Universidade do Minho
publisher.none.fl_str_mv Instituto de Educação - Universidade do Minho
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
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