AVOIDING STUDENT OVERLOAD THROUGH TEACHER COORDINATION IN HOMEWORK ASSIGNMENTS

Effective learning extends beyond school activities, requiring students to continue lessons outside the classroom, where homework plays a critical role. Given that students often engage with multiple subjects in one day, a lack of coordination among teachers in assigning homework can lead to student overload. To mitigate this, teacher coordination is essential. This research aims to explore the extent to which teachers coordinate when assigning homework. We hypothesized that no significant differences exist between teachers regarding such coordination. The study surveyed 57 primary school teachers using an 11-item questionnaire with a 5-point Likert scale. The instrument demonstrated strong reliability (α = .87). Data analysis, conducted with SPSS, included chi-square tests to assess variable correlations. Our findings reveal that 80% of teachers discuss students’ workload, 75% oppose the formation of a coordinating body for homework assignments, and 46% report frequent instances of students copying assignments. A medium, statistically significant correlation was found between the need for teacher coordination and the frequency of task copying (r = .404, p = .02). The study concludes that significant differences exist among teachers concerning the need for coordination when assigning homework. Increased coordination could reduce student overload and enhance the completion rate of assignments.