homework

 

  • [34][35] For others, the degree of difficulty of homework may be appropriate, but students are unable to decide for themselves whether they need to deepen their knowledge
    in a particular subject or whether to use the time in other subjects with which they experience more difficulty, despite the fact that homework is often seen as a way of encouraging self-regulation.

  • However, assigning homework serves multiple purposes for teachers, which include:[3][4][5] • reinforcing skills taught in class • extending skills to new situations • preparing
    for future class lessons • engaging students in active learning • developing time management and study skills • promoting parent-student communications • encouraging collaboration between students • fulfilling school/district policies • demonstrating
    a rigorous school program to others • punishing a student or a class Effects Academic performance Senegalese child doing homework Homework research dates back to the early 1900s.

  • Despite the challenges teachers may encounter, the current belief is that the primary objective of homework is to facilitate student learning while they work on it.

  • However, breaking away from old beliefs and practices that simply assumed completing homework tasks would enhance student motivation, academic achievement, and behavior control
    required significant effort and time.

  • [31] Proponents also argue that homework makes it more likely that students will develop and maintain proper study habits that they can use throughout their educational career.

  • In a single study, parents and teachers of middle school students believed that homework improved students’ study skills and personal responsibility skills.

  • The teacher says using class time for following up on homework gives that connection to what is learned in the class, noting, “In the initial step students complete and submit
    (traditional) homework assignments electronically, and then later they revisit their work through presentations of selected problems during class.

  • [17] Sarah Greenwald and Judy Holdener discuss the rise of online homework and report that “online homework can increase student engagement, and students generally appreciate
    the immediate feedback offered by online homework systems as well as the ability to have multiple attempts after an incorrect solution.

  • With few students able to pursue higher education, and with many children and teenagers needing to dedicate significant amounts of time to chores and farm work, homework was
    disliked not only by parents, but also by some schools.

  • It is also believed it creates stress on students and parents, and reduces the amount of time that students can spend in other important activities.

  • In the Cheung & Leung-Ngai (1992) survey, failure to complete homework and low grades where homework was a contributing factor was correlated with greater conflict; some students
    have reported teachers and parents frequently criticizing their work.

  • [9] Among teenagers, students who spend more time on homework generally have higher grades, and higher test scores than students who spend less time on homework.

  • [19] Tanzanian student doing her homework in a school bus before getting home Health and daily life Homework has been identified in numerous studies and articles as a dominant
    or significant source of stress and anxiety for students.

  • [11] In past centuries, homework was a cause of academic failure: when school attendance was optional, students would drop out of school entirely if they were unable to keep
    up with the homework assigned.

  • Homework may improve academic skills among older students, especially lower-achieving students.

  • [12] Others looked at the new child labor laws in the United States and noted that school time plus homework exceeded the number of hours that a child would be permitted to
    work for pay.

  • [40] Even if it is generally not wanted by homework distributors (unless homework is given as a punishment), completing homework may take up a large part of the student’s
    free time.

  • [12] While homework was generally out of favor in the first half of the 20th century, some people supported homework reform, such as by making the assignments more relevant
    to the students’ non-school lives, rather than prohibiting it.

  • [8] Large amounts of homework cause students’ academic performance to worsen, even among older students.

  • (2009) found that parents were less likely to report homework as a distraction from their children’s activities and responsibilities.

  • They also believed the quality of time with their children has been seriously affected by the too much work given as homework.

  • point out that just because an assignment is time consuming does not give students the right to call an assignment “busy work,” which can be seen in the case of lab reports,
    which are indeed time consuming but which are also key to learning.

  • Generally speaking, homework does not improve academic performance among young children.

  • For decades the practice and acceptance of homework as an important part of schooling have also been in question by the arguments that run in the field of education both in
    its favor or against bouncing back and forth throughout.

  • [14] Leone & Richards (1989) found that students generally had negative emotions when completing homework and reduced engagement compared to other activities.

  • [41] A study by the UCL Institute of Education, which concerned the impact of homework in different countries, discovered that the pressure associated with homework causes
    arguments among family members.

  • “[18] Greenwald and Holdener state that after creating effective homework assignments, teachers must also implement the learning from that homework.

  • [7] Younger students who spend more time on homework generally have slightly worse, or the same academic performance, as those who spend less time on homework.

  • The students’ inability to keep up with the homework, which was largely memorizing an assigned text at home, contributed to students dropping out of school at a relatively
    early age.

  • [14] Their students were more likely to have negative perceptions about homework and were less likely to ascribe the development of such skills to homework.

  • Hence, emphasis should be not on how long students spend on the homework but on what they gain through the practice.

  • [12] The campaign resulted in the US Congress receiving testimony to the effect that experts thought children should never have any homework, and that teenagers should be
    limited to a maximum of two hours of homework per day.

  • [36] Homework is sometimes used to outsource school material not completed in class to the home, leaving children with homework that is not designed to be done on their own
    and parents feeling helpless and frustrated.

  • [15] Chenoweth shared how busy work like this can have a negative effect on students, and explained that having this simple drawing is of no worth in terms of learning, yet
    it lowered the student’s grade in class.

  • [38][39] Homework without professional feedback from the teacher has little effect on the learning success of students.

  • The main distinction for UK homework is the social gap, with middle-class teenagers getting a disproportionate amount of homework compared to Asia and Europe.

  • For all three of the correlations, higher values represent a higher correlation between time spent on homework and poor conduct.

  • [45] Current conversations on the topic suggest the quality of homework matters more than the amount of time spent on it.

  • Proponents claim that assigning homework to young children helps them learn good study habits.

  • [34] When assigning homework, each student is usually given the same exercises, regardless of how well the student is performing.

  • A 2007 study of American students by MetLife found that 89% of students felt stressed from homework, with 34% reporting that they “often” or “very often” felt stressed from
    homework.

  • [37] As a consequence, students often have to use the internet or other resources for help, which provides disadvantages for students without internet access.

 

Works Cited

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Works
Effectiveness of homework
• Cooper, Harris; Robinson,
Jorgianne C.; Patall, Erika A. (2006). “Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003”. Review of Educational Research. 76 (1): 1–62. doi:10.3102/00346543076001001. S2CID 146452256.
• Epstein, Joyce L. (1988), “Homework
practices, achievements, and behaviors of elementary school students”, Center for Research on Elementary and Middle Schools
• Trautwein, Ulrich; Köller, Olaf (2003). “The Relationship Between Homework and Achievement—Still Much of a Mystery”. Educational
Psychology Review. 15 (2): 115–145. doi:10.1023/A:1023460414243. S2CID 142739222.
• Vazsonyi, Alexander T.; Pickering, Lloyd E. (2003). “The Importance of Family and School Domains in Adolescent Deviance: African American and Caucasian Youth”. Journal
of Youth and Adolescence. 32 (2): 115–128. doi:10.1023/A:1021857801554. S2CID 142600541.
Homework and non-academic effects
• Bauwens, Jeanne; Hourcade, Jack J. (1992). “School-Based Sources of Stress Among Elementary and Secondary At-Risk Students”.
The School Counselor. 40 (2): 97–102.
• Bempechat, Janine (2004). “The Motivational Benefits of Homework: A Social-Cognitive Perspective”. Theory in Practice. 43 (3): 189–196. doi:10.1353/tip.2004.0029.
• Cheung, S. K.; Leung-Ngai, J. M. Y. (1992).
“Impact of homework stress on children’s physical and psychological well-being” (PDF). Journal of the Hong Kong Medical Association. 44 (3): 146–150. Archived (PDF) from the original on 2019-08-13. Retrieved 2016-11-03.
• Conner, Jerusha; Pope,
Denise; Galloway, Mollie (2009). “Success with Less Stress”. Health and Learning. 67 (4): 54–58.
• Galloway, Mollie; Conner, Jerusha; Pope, Denise (2013). “Nonacademic Effects of Homework in Privileged, High-Performing High Schools”. The Journal
of Experimental Education. 81 (4): 490–510. doi:10.1080/00220973.2012.745469.
• Hardy, Lawrence (2003). “Overburdened, Overwhelmed”. American School Board Journal. 190: 18–23.
• Kiewra, Kenneth A; Kaufman, Douglas F.; Hart, Katie; Scoular, Jacqui;
Brown, Marissa; Keller, Gwendolyn; Tyler, Becci (2009). “What Parents, Researchers, and the Popular Press Have to Say About Homework”. Scholarlypartnershipsedu. 4 (1): 93–109. Archived from the original on 2018-03-16. Retrieved 2016-11-03.
• Kouzma,
Nadya M.; Kennedy, Gerard A. (2002). “Homework, stress, and mood disturbance in senior high school students”. Psychological Reports. 91 (1): 193–198. doi:10.2466/pr0.2002.91.1.193. PMID 12353781. S2CID 19342704.
• Leone, Carla M.; Richards, H. (1989).
“Classwork and homework in early adolescence: The ecology of achievement”. Journal of Youth and Adolescence. 18 (6): 531–548. doi:10.1007/BF02139072. PMID 24272124. S2CID 508824.
• Markow, Dana; Kim, Amie; Liebman, Margot (2007), The MetLife Survey
of the American Teacher: The homework experience (PDF), Metropolitan Life Insurance Foundation, archived from the original (PDF) on 2016-12-20, retrieved 2016-11-03
• Sallee, Buffy; Rigler, Neil (2008). “Doing Our Homework on Homework: How Does
Homework Help?”. The English Journal. 98 (2): 46–51. doi:10.58680/ej20086828.
• West, Charles K.; Wood, Edward S. (1970). “Academic Pressures on Public School Students”. Educational Leadership. 3 (4): 585–589.
• Xu, Jianzhong; Yuan, Ruiping (2003).
“Doing homework: Listening to students’, parents’, and teachers’ voices in one urban middle school community”. School Community Journal. 13 (2): 25–44. CiteSeerX 10.1.1.471.2773.
• Ystgaard, M. (1997). “Life stress, social support and psychological
distress in late adolescence”. Social Psychiatry and Psychiatric Epidemiology. 32 (5): 277–283. doi:10.1007/BF00789040. PMID 9257518. S2CID 22716723.
Other
• Cooper, Harris (2007). The Battle Over Homework: Common Ground for Administrators, Teachers,
and Parents (3rd ed.). Thousand Oaks, CA: Corwin Press. ISBN 9781412937139.
• Holt, John (1983). How Children Learn. Reading, MA: Da Capo Press.
• Kohn, Alfie (2006). The Homework Myth. Cambridge, MA: Da Capo Press. ISBN 978-0-7382-1085-8. Chapter
2 Archived 2016-11-05 at the Wayback Machine is free to read.
Photo credit: https://www.flickr.com/photos/tonp/4657354814/’]