What Homework Study Strategies Do Children Use and Can Vlogging Help to Make Homework More Effective and Motivating?

Abstract

Prior research has shown that the effectiveness of homework in primary education is mixed possibly because students use ineffective study strategies. However, it is unclear what students do when they are in control. So, the first aim of this study was to identify which study strategies students choose when regulating their homework approach and how effective they perceive these strategies. Additionally, previous laboratory research with older students and a homework field study with primary school students has shown that vlogging can be effective in stimulating learning and motivation. Thus, the second aim was to identify the effect of vlogging on students’ learning outcomes and intrinsic motivation compared with students who chose their homework approach. The study included sixty primary school students (ages 9-13) randomly assigned to a Vlogging or Choosing Condition. The Vlogging Condition learned a text over the weekend by vlogging. The Choosing Condition chose their own study strategy. A questionnaire revealed that primary school students mostly rely on ineffective study strategies, perceiving these as effective. No significant differences in learning outcomes and perceived relatedness were observed between both conditions. However, participants in the Choosing Condition significantly perceived more competence and autonomy than participants in the Vlogging Condition.