How educators perceive a no-homework policy in South African independent primary schools

<p>Data was gathered using a qualitative case-study design with semi-structured interviews and document analysis in conjunction with the student engagement theory of Alexander Astin. A thematic data analysis procedure was used to analyse the collected data. Perceptions of the adoption of a no-homework policy and its infuence on learners' performances in independent primary schools were explored and themes were extracted. </p>