Stress, arguments and time frustrations can encase the family with problems. Can homework be considered helpful or harmful to students? This controversy turns into arguments and disagreements. Assigning homework satisfies various educational needs and serves as an intellectual discipline, establishes study habits, eases time constraints on the amount of curricular material that can be covered in class, and supplements and reinforces work done in school.
Homework is defined as an out of class task assigned to students to help them practice and prepare for their future. Yet very many families believe school work should not be sent home and say it becomes a burden in their family.
Situations that include family structure and responsibilities, family income, student employment, and access to instructional help or access to computers can enhance or impede a student's ability or opportunity to do homework. Parents and families must come into the situation when their child is required to complete homework, for many families however, there is no time available to do this.
Some students refuse to do their homework and studies show that students drop out of school or are expelled due to homework pressure and their inability to do it.
Parents who are already involved in doing homework with their children might notice a very important element in their approach to homework. A learning disability can be exposed which without homework might not have been discovered. Most parents welcome homework; they see it as a chance to monitor their child's progress at school. Just because the "typical student" has a small amount of homework doesn't mean that there aren't other students struggling to complete their assignments.
Quite a lot of students do not complete their homework. Cool and Timothy Z. Other research has found little or no correlation between how much homework students report doing and how much homework their parents say they do. To put it the other way around, studies finding the biggest effect are those that capture less of what goes on in the real world by virtue of being so brief.
Even the title of their article reflects this: He had contributed earlier to another study whose results similarly ended up raising questions about the value of homework. Students enrolled in college physics courses were surveyed to determine whether any features of their high school physics courses were now of use to them. At first a very small relationship was found between the amount of homework that students had had in high school and how well they were currently faring.
But once the researchers controlled for other variables, such as the type of classes they had taken, that relationship disappeared, just as it had for Keith see note 2. The researchers then studied a much larger population of students in college science classes — and found the same thing: Sadler and Robert H. On the alleged value of practice, see The Homework Myth , pp.
The story must be told. Frankly, it surprised me, too. When you measure "achievement" in terms of grades, you expect to see a positive result -- not because homework is academically beneficial but because the same teacher who gives the assignments evaluates the students who complete them, and the final grade is often based at least partly on whether, and to what extent, students did the homework.
Even if homework were a complete waste of time, how could it not be positively related to course grades? And yet it wasn't. Even in high school.
The study zeroed in on specific course grades, which represents a methodological improvement, and the moral may be: The better the research, the less likely one is to find any benefits from homework. That's not a surprising proposition for a careful reader of reports in this field. We got a hint of that from Timothy Keith's reanalysis and also from the fact that longer homework studies tend to find less of an effect.
Maltese and his colleagues did their best to reframe these results to minimize the stunning implications. But if you read the results rather than just the authors' spin on them -- which you really need to do with the work of others working in this field as well -- you'll find that there's not much to prop up the belief that students must be made to work a second shift after they get home from school.
The assumption that teachers are just assigning homework badly, that we'd start to see meaningful results if only it were improved, is harder and harder to justify with each study that's published.
If experience is any guide, however, many people will respond to these results by repeating platitudes about the importance of practice, or by complaining that anyone who doesn't think kids need homework is coddling them and failing to prepare them for the "real world" read: Those open to evidence, however, have been presented this Fall with yet another finding that fails to find any meaningful benefit even when the study is set up to give homework every benefit of the doubt.
It's important to remember that some people object to homework for reasons that aren't related to the dispute about whether research might show that homework provides academic benefits. They argue that a six hours a day of academics are enough, and kids should have the chance after school to explore other interests and develop in other ways -- or be able simply to relax in the same way that most adults like to relax after work; and b the decision about what kids do during family time should be made by families, not schools.
Let's put these arguments aside for now, even though they ought to be but rarely are included in any discussion of the topic. Cool and Timothy Z. Keith, "Testing a Model of School Learning: Other research has found little or no correlation between how much homework students report doing and how much homework their parents say they do.
When you use the parents' estimates, the correlation between homework and achievement disappears. To put it the other way around, studies finding the biggest effect are those that capture less of what goes on in the real world by virtue of being so brief. View a small, unrepresentative slice of a child's life and it may appear that homework makes a contribution to achievement; keep watching, and that contribution is eventually revealed to be illusory.
Even the title of their article reflects this:
Research doesn't have all the answers, but a review of some existing data yields some helpful observations and guidance. How Much Homework Do Students Do? Survey data and anecdotal evidence show that some students spend hours nightly doing homework.
It’s important to remember that some people object to homework for reasons that aren’t related to the dispute about whether research might show that homework provides academic benefits.
Help Customer Service eliminating traditional homework assignments in favor of family time. The change was quickly met with outrage from some parents, though it earned support from other. Is homework harmful or helpful? Education experts and parents weigh in. Topics To Do Connect. Edit Module “Homework is important because it’s an opportunity for students to review materials that are covered in the classroom. Kohn points out that no research has ever found any advantage to assigning homework — of any kind or in any.
Even when homework is helpful, there can be too much of a good thing. "There is a limit to how much kids can benefit from home study," Cooper says. He agrees with an oft-cited rule of thumb that students should do no more than 10 minutes a night per grade level — from about 10 minutes in first grade up to a maximum of about two hours in high. Research suggests that while homework can be an effective learning tool, assigning too much can lower student performance and interfere with other important activities.