Students and Teachers’ Perception of Homework: A Qualitative Study in One of the Higher Secondary Schools, Bhutan

Abstract

Homework provides students with opportunities to improve their study habits and performance while aiming to increase their academic success through engagement in learning. This qualitative research examined students’ and teachers’ perceptions of homework at one higher secondary school in Bhutan to understand how homework affects or hinders students’ learning. Qualitative structured interviews were conducted with 26 students (13 male and 13 female, Grades VII–XII) and 25 teachers, yielding rich insights into their attitudes, beliefs, and practices related to homework. Thematic analysis revealed that both students and teachers recognized homework as a vital extension of classroom learning that promotes revision, responsibility, and time management. Excessive and poorly timed assignments often led to stress, fatigue, and reduced motivation. Findings show that students were burdened by lengthy homework, sometimes exceeding 4 hours daily, resulting in limited opportunities for personal study or recreational activities. While some teachers practised mindful assignment of homework, many assigned tasks without regard for duration or policy guidelines, contributing to an imbalance in workload. The study highlights the urgent need for schools to enforce homework policies that prioritize meaningful, competency-based tasks aligned with Bhutan’s holistic Gross National Happiness (GNH) framework. Recommendations include strict adherence to homework guidelines, coordination among departments to balance workload, and the inclusion of time-management strategies to enhance homework effectiveness. The findings serve as a call for culturally responsive and pedagogically sound homework practices that support academic achievement while preserving student well-being. Therefore, the research supports international literature that warns against homework overload and advocates for meaningful, well-structured, and culturally responsive assignments.