The Quality and Quantity of Homework in Hong Kong Primary Schools: An Indicator of Curriculum Reform Implementation

Abstract

Parents and teachers across Chinese societiesmostly uphold the traditional belief of Confucianism that "hard work is the key to success." As such, Hong Kong students have long been using much of their time doing lots of difficult homework. In 2001, curriculum reform was launched in Hong Kong, requesting schools and teachers to adjust the quantity and quality of homework assigned to students for the improvement of teaching and learning. The present study attempts to reveal the level of implementation of this homework policy. Ten primary schools participated in this study. One class of Grade 5 students in each school was chosen to complete a questionnaire for identifying the amount of time students spent on homework and the types of homework. Teachers of these classes were interviewed to find out howschools and teachers design and plan homework for their students. The study reveals that the time students spent on homework has decreased when compared to the time spent before the curriculum reform. However, the homework was still more of consolidating, but less of developmental in nature. The reasons behind these findings are discussed for understanding the implementation of curriculum reform in Hong Kong.