Benefits of doing homework
General, students are not excited about the homework they get assigned because they are bombarded with other options that seem far more exciting. Let’s face it – homework is no more exciting today than when we were kids. It was tough for us to do homework and we did not have nearly as many distractions as today’s world includes instant communication, multi-tasking, cell phones, exciting video games, texting, and social networking. Homework is vying for your child’s attention against some tough students think homework is a waste of time. Others understand the intrinsic value of homework and take responsibility for doing it correctly and handling it in on time. However, the majority of students are somewhere in between there students that do their homework without a nightly battle view their education differently. They understand that homework teaches them where their strengths are and where they need to spend more most students, the problem may not be the homework, but in how they look at it. In the “good old days”, we did our homework because it was expected, and because there were far fewer options for our time. Parents should not compete head-on with today’s distractions, but rather try a different compete with the distractions, parents must get more buy-in on the importance of homework. Benefits of rk teaches students about time rk teaches students how to set rk helps teachers determine how well the lessons and material are being understood by their rk teaches students how to problem rk gives students another opportunity to review the class rk gives parents a chance to see what their child is learning in rk teaches students that they have to do things, even when they don’t want rk teaches students how to take responsibility for their part in the educational rk teaches students how to work rk teaches students the importance of planning, staying organized and taking and homework show students the important life lessons, such as how to read and communicate with others, that they will use as an adult. Homework also teaches students how to problem solve, think independently, and build an understanding and interest for the issues in our have to show our children and students that homework is not boring and is not a waste of time. We have to show them that there are numerous benefits of not only doing homework, but handing it in on time! If we allow students to only participate in video games of social media after all their homework is done, then homework becomes a win-win situation for parents and their ound information on john bishop:John bishop is the executive director of accent on successã‚â® and author of the goal setting for students ã‚â® book which has recently won three national book bishop went to a parent-teacher conference at a “magnet” school in the st. Week’s piece, the case against homework, articulated several points of view against homework as standard practice for teachers. However, a variety of lessons, content-related and beyond, can be taught or reinforced through homework and are worth ways homework aids students’ academic rk provides an opportunity for parents to interact with and understand the content their students are learning so they can provide another means of academic support for students. Memphis parent writer glenda faye pryor-johnson says that, “when your child does homework, you do homework,” and notes that this is an opportunity for parents to model good behavior for their -johnson also identifies four qualities children develop when they complete homework that can help them become high-achieving students:While these cannot be measured on standardized tests, perseverance has garnered a lot of attention as an essential skill for successful students. Responsibility and time management are highly desirable qualities that benefit students long after they and duke professors refute the idea that homework is unrelated to student response to the national school board association’s center for public education’s findings that homework was not conclusively related to student success, historian and nyu professor diane ravitch contends that the study’s true discovery was that students who did not complete homework or who lacked the resources to do so suffered poor h believes the study’s data only supports the idea that those who complete homework benefit from homework. She also cites additional benefits of homework: when else would students be allowed to engage thoughtfully with a text or write a complete essay? Studies support a significant relationship between homework completion and academic university professor harris cooper supports ravitch’s assessment, saying that, “across five studies, the average student who did homework had a higher unit test score than the students not doing homework. Cooper and his colleagues analyzed dozens of studies on whether homework is beneficial in a 2006 publication, “does homework improve academic achievement? Analysis found 12 less-authoritative studies that link achievement to time spent on homework, but control for many other factors that could influence the outcome. Finally, the research team identified 35 studies that found a positive correlation between homework and achievement, but only after elementary school. Cooper concluded that younger students might be less capable of benefiting from homework due to undeveloped study habits or other ended amount of homework varies by grade level. While practice improves test scores at all grade levels, “homework for junior high students appears to reach the point of diminishing returns after about 90 minutes a night. Cooper’s conclusion — homework is important, but discretion can and should be used when assigning it — addresses the valid concerns of homework critics. While the act of completing homework has benefits in terms of developing good habits in students, homework must prove useful for students so that they buy in to the process and complete their assignments. If students (or their parents) feel homework is a useless component of their learning, they will skip it — and miss out on the major benefits, content and otherwise, that homework has to ue reading — ending the homework debate: expert advice on what fuglei is a graduate of the university of nebraska in omaha and a current adjunct faculty member of arapahoe community college in colorado, where she teaches composition and creative : leadership and administration, pros and cons, teacher-parent er by january er by december to $3,000 in scholarships & free required books are available! Here's what the research kids return to school, debate is heating up once again over how they should spend their time after they leave the classroom for the no-homework policy of a second-grade teacher in texas went viral last week, earning praise from parents across the country who lament the heavy workload often assigned to young students. Brandy young told parents she would not formally assign any homework this year, asking students instead to eat dinner with their families, play outside and go to bed the question of how much work children should be doing outside of school remains controversial, and plenty of parents take issue with no-homework policies, worried their kids are losing a potential academic advantage. Here’s what you need to know:For decades, the homework standard has been a “10-minute rule,” which recommends a daily maximum of 10 minutes of homework per grade level. A massachusetts elementary school has announced a no-homework pilot program for the coming school year, lengthening the school day by two hours to provide more in-class instruction. New york city public elementary school implemented a similar policy last year, 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 education solutions and approaches to homework differ by community, and these local debates are complicated by the fact that even education experts disagree about what’s best for most comprehensive research on homework to date comes from a 2006 meta-analysis by duke university psychology professor harris cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school.
Advantages of homework
The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and ’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, cooper recommended further study of such potential effects of e the weak correlation between homework and performance for young children, cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no all education experts agree entirely with cooper’s vatterott, an education professor at the university of missouri-st. Louis, supports the “10-minute rule” as a maximum, but she thinks there is not sufficient proof that homework is helpful for students in elementary school. The author of rethinking homework: best practices that support diverse needs, thinks there should be more emphasis on improving the quality of homework tasks, and she supports efforts to eliminate homework for younger kids. I have no concerns about students not starting homework until fourth grade or fifth grade,” she said, noting that while the debate over homework will undoubtedly continue, she has noticed a trend toward limiting, if not eliminating, homework in elementary issue has been debated for decades. The ensuing pressure to be competitive on a global scale, plus the increasingly demanding college admissions process, fueled the practice of assigning homework. Acknowledged that some students really are bringing home too much homework, and their parents are right to be concerned. A good way to think about homework is the way you think about medications or dietary supplements,” he said. Financial up for our up to receive the top stories you need to know now on politics, health, money and ibe today and save up to 84% off the cover up for our up to receive the top stories you need to know now on politics, health, money and benefits of homework were greatest for those who did two to three hours a night, the study found. Ng more than two hours a night doing homework is linked to achieving better results in english, maths and science, according to a major study which has tracked the progress of 3,000 children over the past 15 ng any time doing homework showed benefits, but the effects were greater for students who put in two to three hours a night, according to the study published by the department for finding on homework runs counter to previous research which shows a "relatively modest" link between homework and achievement at secondary academics involved in the latest research say their study emphasises what students actually do, rather than how much work the school has sammons, a professor of education at oxford university, said that time spent on homework reflected the influence of the school – whether pupils were expected to do homework – as well as children's enjoyment of their s said: "that's one of the reasons indian and chinese children do better. What we're not saying is that everyone should do large amounts, but if we could shift some of those who spend no time or half an hour into [doing] one to two hours – one of the reasons private schools' results are better is that there's more expectation of homework. Study controlled for social class, and whether pupils had a quiet place in which to do their homework, but still found a benefit, sammons research was conducted by academics from the institute of education, oxford and birkbeck college, part of the university of london. The study did not find a link with performance in ers have scrapped guidelines setting out how much homework children should be set amid criticism that it can interfere with family the last government, guidance was issued to all schools recommending they have a policy on guidelines suggested children aged five to seven should be set an hour a week, rising to half an hour a night for seven- to 11-year-olds. Secondary schools were encouraged to set up to two and a half hours a night for children aged ing the guidelines frees headteachers to set their own homework policy, the government g comments… trouble loading? But this is no way to equip someone for the hed: 28 nov i decided to stop being my daughter’s personal parents to boycott en would be better off reading a book rather than doing tasks at home which are useless and tiring, says hed: 26 mar parents to boycott you really rely on an app to do your maths homework? Mathematician matt parker puts it through its hed: 22 oct you really rely on an app to do your maths homework? Teaching revolution means mums and dads will need lessons in coding and spelling to help their hed: 6 sep rk just got harder – for an parents win legal battle against hed: 18 nov an parents win legal battle against you do your child's homework? Contact | en español | site directory | about: evaluating performance | common ting ng and public | school boards | policymakers | > instruction > homework > what research says about the value of homework: research research says about the value of homework: research y of the homework homework affect student learning? The research means for school homework help or hinder student learning—and which students, under what conditions, does it help or hinder? Parents worry that their children have too little homework or too much—and teachers get criticized for recent years, the issue has received increased attention in the popular press and has become a topic of controversy. Unfortunately, research and commentary offer conflicting conclusions on the past decade, according to gill and schlossman (1996), "leading educational spokespersons have celebrated homework as essential to raise educational standards, foster high academic achievement, upgrade the quality of the labor force, and link family and school in a common teaching mission" (27). According to the school library journal (2005), students are receiving higher grades with less outside preparation, while the washington post (2006) reports that the increase in the amount of student homework has increased arguments against it. Alfie kohn, a critic of homework, recently wrote, "there was no consistent linear or curvilinear relation between the amount of time spent on homework and the child's level of academic achievement" (2006, 15). Researchers claim that homework helps students develop responsibility and life skills and the ability to manage tasks and that it provides experiential learning, increased motivation, opportunities to learn to cope with difficulties and distractions, and academic benefits (corno and xu 2004; coutts 2004; xu and corno 1998). Many researchers take either a positive or a negative stance on homework, cooper (2001) takes a more balanced approach, stating, "research on the effects of homework suggests that it is beneficial as long as teachers use their knowledge of developmental levels to guide policies and expectations" (34). Cooper goes on to explain that homework has both positive and negative effects on various aspects of students' lack of unequivocal connections between homework and learning, combined with strong opinions both for and against homework, may spur policymakers to take a closer look at the issue. As this review will show, the research suggests that homework may benefit some students under certain conditions. Although the link between parent involvement in homework and student learning is far from clear, students from lower-income households may not have as much support at home as those from more affluent families; as a result, homework may not be a valuable learning experience for them. Some research also suggests that homework has nonacademic benefits, such as helping children establish routines, develop study skills, and take so many factors influencing homework's efficacy in learning, staying informed of the research and making the best decisions possible with available data may be the greatest steps policymakers can take to help ensure student learning in their y of the homework homework debate has gone in cycles (cooper, robinson, and patall 2006) since the late 1800s, when children in elementary school (then considered to be grades one through four) rarely received homework and those in grammar school (grades five through eight) typically received two to three hours' worth each night (gill and schlossman, 2004). 1927) was the first american researcher to examine homework's effects on academic achievement compared to the effects of supervised study in school.
From the end of the nineteenth century through the 1940s, the child health and progressive education movements led to an attack on homework for elementary school and junior high school students. Some even blamed homework for the child mortality rate (gill and schlossman 1996); one writer of the period referred to homework as a "legalized criminality" (nash 1930, 7). 1950s saw a decline in the progressive education movement, coupled with a renewed interest in homework. Following the 1957 launch of sputnik, "the homework problem was reconceived as part of a national crisis: the u. This renewed interest led to the view that homework was a necessary tool in the learning process (albeit not for elementary school children). In the early 1960s, parents became concerned that children were not being assigned enough homework in the belief that homework was essential for academic excellence (gill and schlossman 2004). The onset of the vietnam war, attention was diverted from the academic excellence movement, and public opinion swung once again away from support for homework. Until the mid-1970s, homework was viewed as an example of the excessive pressure on students to achieve (cooper et al. The 1983 release of the national commission on excellence in education's report, a nation at risk, brought about a new educational excellence movement and a new view of homework. Throughout the 1980s and 1990s, the majority of adults supported and endorsed homework for its character-building and academic , however, there is disagreement not only about the value of homework but also about whether students are assigned too much of it or too little. Some researchers report that despite media reports of a public revolt against homework, the majority of parents, educators, and policymakers support homework. In fact, according to two decades' worth of data from the national assessment of educational progress (naep), "… the majority of all students at all grade levels averaged less than 1 hour of homework nightly" (gill and schlossman 2004, 180). It is difficult to know whether the pendulum is naturally swinging back to public disfavor of homework, or whether the requirements of the no child left behind act of 2001 have led teachers to assign more homework and, consequently, to public outcry against the stressors in students' lives. Either way, the overarching question is whether homework actually helps students homework debate has often focused on how and why homework affects students' learning and achievement scores. Kralovec and buell (2001) proposed that the public's belief in the effectiveness of homework is based on three homework myths:Does homework affect student learning? 1: homework increases academic researchers say: cooper (1989a) argues that reviews on the link between homework and achievement often directly contradict one another and are so different in design that the findings of one study cannot be evaluated fairly against the findings of 2: without excessive homework, students’ test scores will not be internationally researchers say: information from international assessments shows little relationship between the amount of homework students do and test scores. Students in japan and finland, for example, are assigned less homework but still outperform u. 3: those who question homework want to weaken curriculum and pander to students' researchers say: kralovec and buell (2001) note that homework critics rarely question the work assigned but rather the fact that the work is so often performed at home without adult supervision to aid the learning link between assignment of homework and student achievement is far from clear, as noted by cooper and other researchers (trautwein and koller 2003). In "the homework myth" (2006), kohn says calling the relationship between homework and achievement inconclusive may be too generous, arguing there is no conclusive evidence that homework provides any benefits—either academic or nonacademic—to students. Kralovec and buell (2003) attribute the lack of conclusive evidence to the diversity of research questions and designs used in homework research. And cooper, robinson, and patall (2006) note that educators claim "a long list of both positive and negative consequences of homework" (6), suggesting a need for continued examination of the positive and negative effects of homework can be grouped into categories. Supposed benefits include immediate achievement and learning, long-term academic benefits, nonacademic benefits, and benefits to parents and families. However, it is not known if this disparity would be any more of a disadvantage in homework than in regular following studies are representative of the inconclusive nature of homework research:Paschal, weinstein, and walberg (1984) discovered through a meta-analysis of fifteen quantitative studies that homework did have a positive effect on achievement, especially in certain grade levels. Specifically, traditional, daily, and graded homework had the greatest positive impact on student achievement in the fourth and fifth nd (1995) examined the association between homework and achievement in language acquisition among third graders. Results from her study indicated that students who were assigned homework scored higher on vocabulary tests than those who were (2006) examined the association between homework and math achievement in forty-six countries. Interestingly, student achievement was lower in countries where homework counted toward grades, where it was the basis of classroom discussion, and where students corrected homework in (1999) examined the differences in test scores among fourth graders who either did or did not do homework. Her findings indicated no differences in math achievement scores between students in the two homework is important to note, however, that correlational studies such as these show only that one or more factors are associated with others. Experimental studies, on the other hand, are designed to show gain a more complete understanding of the homework/achievement link, keith (1982) developed a model using path analysis. In other words, keith's model does not explicitly show a causal link between homework and achievement, but it shows that such a link is voorhis (2003) examined the association between homework and science achievement in middle school grades. Accounting for variables in students' backgrounds, their teachers, and the involvement of their families, van voorhis found that students who completed more science homework earned higher science grades on their report cards. She also noted that interactive assignments—those that require interacting with other students or with parents—and parent involvement were important factors in ensuring homework's jong, westerhof, and creemers (2000) accounted for the relationship of many factors to one another in examining homework and math education. Through their multi-level analysis, the researchers found that the amount of homework was the only factor related to achievement—and that it accounted for only 2. Percent of the difference in achievement between students who did homework and those who did not.
Notably, the frequency of homework assignments and the amount of time students spent on them were not related to sing the question of homework's effect on student achievement, cooper (1989a) says the majority of the studies that have been examined are correlational, not causal, in nature. Kohn (2006) follows the same line of thought: "a significant correlation is clearly a prerequisite for declaring that homework provides academic benefits, [but] it isn't sufficient to justify that conclusion" (14). The association between homework and achievement, in other words, may be the result of another, not studied, factor that influences the shortcomings of correlational studies, cooper (1989a) and cooper and colleagues (2006) suggest an emphasis on experimental and quasi-experimental studies. For instance, although student achievement has been found to be higher in classes where homework was assigned than in classes without homework, methodological weaknesses temper the strength of the conclusions that can be drawn from these ein and koller (2003) also say that lack of longitudinal data and the fact that some of the studies are conducted by teachers themselves, rather than impartial researchers, may lead to overstating the effects of homework. In fact, studies that have included longitudinal data or other checks and balances in the research design have found that homework has a negative effect on achievement (cooper et al. By examining taped sessions and interviews with parents and students, they discovered that homework helped third graders learn responsibility and develop time-management and job-management skills. These and similar benefits, such as good study habits and independent learning, have been found by other researchers as well (johnson and pontius 1989; warton 2001). Although not explicitly linked to achievement, it is logical to assume that these factors lead to improved is less clear whether homework can facilitate parents' involvement in children's schoolwork, however. Some researchers have found that homework has a positive effect on parents and families by allowing them to show an interest in their children's academic progress (hoover-dempsey et al. Balli (1998) discovered that when parents help their sixth-grade children with homework, the students believe they do better in school—regardless of how they feel about working with their n (1988) examined homework, parent involvement, and student achievement in elementary schools. She found more time spent doing homework, more help from parents, and more requests for parent involvement from teachers were associated with lower achievement in reading and mathematics. Epstein attributes the results to the possibility that parents may spend more time helping their children if they are poor-performing rather than high-performing to this hypothesis, cooper, lindsay, and nye (2000) found that students whose parents were more involved in their homework had lower test scores and class grades. The study did suggest that family involvement might have behavioral benefits, however, such as increased companionship between parents and children and increased awareness on the part of parents of their children's academic rk also has potentially negative associations, one involving students' economic status. Some have argued that homework can increase the achievement gap between students from affluent and poor families. High-achieving students who have extra resources from home, they say, benefit from homework because they have more opportunities to complete it and often get help with assignments. Such circumstances as parents working several jobs, frequent moves, and crowded homes make it difficult to complete homework or any at-home academic learning (scott-jones 1984; mcdermott, goldman, and varenne 1984). Thus, higher income students who are high achieving gain the most from homework when compared to other high-income or high-achieving students, which begs the question of how much lower-income students—and especially low-achieving lower-income students—can benefit from and colleagues (2006) say many of the "negative effects attributed to homework contradict the suggested positive effects" (8). In chen and stevenson's (1989) cross-cultural examination of homework in grades one, three, and five, the researchers argue that homework can have a negative impact on students' attitudes toward school. Bryan, nelson, and mathru (1995) claim that homework overexposes children to academic duties, decreasing their interest and increasing their physical and emotional fatigue; researchers call this the satiation effect. Similarly, in an examination of parent and student perceptions, coutts (2004) found that homework may take away leisure time and may not be as varied or useful as work done in , is homework beneficial to students? The studies discussed in this review cite both potentially positive and potentially negative effects on students, highlighting the difficulty in forming sound conclusions about the value of gh the overall effects of homework on student achievement are inconclusive, studies involving students at different grade levels suggest that homework may be more effective for older students than for younger the effect of homework vary with students' age? Leone and richards (1989) examined the association between how much time students spend on homework and what grades they receive. The results showed a positive association between the amount of homework and students' grades for children in grades six through ten and a negative association for children in grades two through four. These findings contribute to the body of research claiming that homework may be detrimental to younger students. Bempechat (2004) argues that younger students' social and cognitive abilities—such as their inability to focus adequately—may moderate the effect of homework on achievement. Despite this extra difficulty younger children may face, bempechat suggests that homework still provides a way to help them become better (1989a) noted a trend in these results: essentially, as students age, the positive effect of homework on achievement becomes more pronounced. For example, differences in students' attention spans and study habits may account for differences in homework's effects. However, it may also be possible that teachers use homework in early grades to establish routines, instill a sense of responsibility, and help students learn time management, rather than for any immediate gains in bruck and colleagues (2000) provide a direct examination of the link between homework, grade level, and achievement. Their study, which addressed several concerns regarding the possible effects of students' age, yielded these findings:The amount of homework increases as students rk may serve different purposes at the elementary and secondary rs do not give students more help if they have trouble with -achieving students may take more time than higher-achieving students to finish findings suggest that the low correlation between homework and achievement at the elementary level may be due to the intended purpose and type of the homework and the reaction of specific students, rather than the homework itself. Age, then, is but one of the factors that need to be taken into account when assessing the association between homework and student do different groups of students react to homework? Research has been conducted to try to understand the ways in which various types of homework and various situations influence different groups of students. This research indicates that a variety of factors influence homework's effect on students, including the subject matter, the amount of homework, and the nature of the assignment; classroom factors such as provision of materials and follow-up discussion in class; and home or community factors such as parent involvement (cooper 1989a). The results have shown that the effects of homework may be influenced by students' academic performance level, ethnicity, and socioeconomic status (ses).
And nye (1994) conducted an extensive examination of the literature on homework and students with learning disabilities. Although their review did not conclude overall effectiveness of homework for these students, it did conclude that other variables influence the link between achievement and homework. For instance, monitoring such homework habits as notebook organization was found to be a potentially effective method for "improving the completion rates and accuracy of homework assignments for students with learning disabilities" (cooper and nye 1994, 477). Some studies have concluded that homework is an insignificant factor in the achievement of students with learning disabilities (truesdell and abramson 1992), a study conducted by rosenberg (1989) suggested that three factors maximize the effectiveness of homework assignments completed by this group of students. These factors are the rate of homework completion, the percentage correct on homework assignments, and the rate of acquisition of the content being presented. Thus, "homework can be employed to increase the effectiveness of direct instruction sequences with students diagnosed as [learning disabled]" (314). Have also focused their attention on the effects of homework among various ethnic or socioeconomic groups. As reported in one study, students in predominantly minority schools do less homework than those in predominantly white schools. In addition, students in schools that are identified as low performing and that have high percentages of students in poverty do less homework than students in more high-performing and high-ses schools (easton and bennett 1989). Study examined the influence of homework, among other variables, on student grades across five ethnic groups: white, black, hispanic, asian american, and native american students (keith and benson 1992). Researchers then examined the relationships between those created constructs using path this nationally representative study, the researchers concluded that, relative to other ethnic groups, homework had a stronger impact on asian american students than on those of other ethnicities. The differences suggest that not only do asians report completing more homework, on average, but that each hour of homework they do complete has a greater effect on their learning than for other ethnic groups" (91). The researchers hypothesized that other factors, such as parent support at home, may help strengthen homework's effect on students of various ethnic and racial types of homework assignments are effective? May be defined in simple terms as "tasks assigned to students by school teachers that are meant to be carried out during non-school hours" (cooper 1989a, 7), but the topic has many aspects, including the purpose of homework, the interaction level of the assignment, and teacher s the greatest distinction that can be made when discussing homework is its purpose. Homework can be assigned for instructional and noninstructional purposes (cooper, 1989a), both of which can be further ctional homework is generally assigned for one of four purposes:Practice homework, the most common type, is assigned to reinforce material presented in the classroom and to help students master individual skills. In a study of teachers' use of homework in high schools, murphy and decker (1989) found that teachers most frequently assigned homework to reinforce class material (55 percent) and to master course objectives (23 percent). Homework is assigned to introduce students to material the teacher will present in the ion homework asks students to apply previously learned skills to different ation homework requires students to produce a product, such as a social studies project, by applying multiple rs report assigning extension and integration homework far less frequently than practice and preparation homework (murphy and decker 1989). Second level of homework, noninstructional homework, also includes four subcategories (epstein and van voorhis 2001):Homework assigned for personal development is intended to help students improve behavioral skills, such as time management or rk assigned to improve communication between parents and their children is identified as parent-child relations homework, such as developing a family interaction homework is assigned to more than one student in an effort to build and develop team-working homework is often assigned to fulfill mandates from school or district administration, such as requirements for a specified amount of daily or weekly or no research has been conducted on the effects of noninstructional homework. However, as mentioned earlier, homework assigned to younger students may have its main effects on nonacademic outcomes, and teachers may be assigning young students homework for noninstructional literature on types of homework is generally restricted to descriptions of the purpose of each type and how often homework of that type is assigned in the classroom. Research comparing the effects of the various types of homework on academic achievement is far less exhaustive. Of the studies that do exist, researchers have focused on the two most frequently reported purposes of homework: practice and preparation. For instance, of the eight studies included in cooper's (1989b) meta-analysis of preparation and practice homework, only two studies examined the effects of both an effort to compare these two homework practices, foyle (1985) examined their effectiveness in tenth-grade american history. Although, like many researchers, he concluded that homework—compared to no homework—had a statistically positive impact on student achievement, foyle did not find a significant difference in achievement between practice and preparation addition, cooper's (1989b) meta-analysis of preparation and practice research revealed no conclusive results regarding comparisons of the two. However, he concluded that, "with regard to achievement, all eight studies found that homework involving preparation for new material or practice of old material led to higher scores on tests than homework that dealt solely with the content of the present day's lesson" (122). Small number of studies conducted on the impact of homework assigned for different purposes leaves policymakers with little evidence on which to base decisions. In one older study, schools in which more homework was routinely assigned had higher levels of student achievement compared to schools where regular homework was not expected (rutter, maughan, mortimore, and ouston 1979). In a more rigorous statistical test of school homework policies and student math achievement, philips (1997) found that students at schools where above-average amounts of homework were assigned (compared to the total sample of schools) had higher math achievement than did students at schools where students did less rk can be further classified by level of interaction, or the social context in which it is completed; that is, independently, by a group of students, or with help from a parent, sibling, or other individual (cooper 1989a). Studies that measure the impact of homework on achievement focus on homework completed without help from others. Little research exists on the impact of homework completed by a student working with one or more other people. This potential for impact has lent itself to numerous studies on the impact of parent involvement on homework, but research still provides highly mixed reviews of just how much impact can be attributed to parent involvement. Quasi-experimental study by van voorhis (2003) looked at science homework involving interaction between parent and student to measure its impact on family involvement and academic achievement. In addition, students who were assigned interactive homework also returned more homework assignments than students who were assigned noninteractive homework. Finally, she found that students who were assigned interactive homework received better science grades than students who were assigned other types of gh the findings from this study are encouraging, other studies mentioned earlier in this review have not demonstrated a clear and positive link between parent involvement in homework and student teacher's response to homework assignments is occasionally reported as a factor influencing the impact of homework on achievement or other outcomes.
According to cooper (1989a), teachers can provide four types of feedback:Letter grades that evaluate students' performance on the homework. Review of the homework that provides students with ways to improve their or written praise or bal incentives, such as extra experimental study conducted by murphy and decker (1989) revealed that the majority of teachers (approximately three-quarters of them) check and grade homework. Although this study did not examine the impact of such feedback on student achievement, the results could indicate the level of importance teachers place on homework, which may indirectly influence the rate at which students complete l other studies examining teacher feedback have focused on its effects on student achievement. While the use of incentives has been shown to increase homework completion rates, most such studies have focused on learning disabled students in math classes and failed to examine the effects of teacher feedback on other groups of students or in other content types of homework are further classified by the amount of homework assigned, which includes both frequency, or how often homework is assigned, and length of completion, or time involved to complete homework (cooper 1989a). However, as cooper points out, few studies separate the two factors, which are often used interchangeably when discussing amount of assigned much time should students spend on homework? A review of mainly correlational studies examining the amount of homework and its relation to achievement revealed encouraging findings. Cooper's (2001) meta-analysis of seventeen studies measuring such a relationship noted fifty correlations among the studies; "of the 50 correlations, 43 indicated that students who reported spending more time on homework also scored higher on a measure of achievement or attitude" (26). Another study showed some indications that the optimal amount of homework for high school students was 1½ to 2½ hours per night, and less for younger students (cooper, robinson, and patall 2006). The studies included in his 2001 meta-analysis, a later study conducted by cooper and colleagues differentiated between the amount of homework assigned by the teacher and the amount that students completed (cooper et al. Interestingly, the amount of homework assigned by teachers was typically unrelated to student achievement; yet, as in his earlier findings, student reports of the amount of homework completed were positively associated with student contrast, in a study conducted by de jong, westerhof, and creemers (2000), the researchers contend that "teachers giving less homework are less effective" (152). They caution, however, that such a finding pertains primarily to teachers who give significantly small amounts of homework but do not define "small amount. Researchers argue that the relationship between time spent on homework and academic achievement is weaker for students in elementary grades than for older students (cooper and valentine 2001; cooper 1989a). However, other researchers offer contrasting views and contend that the impact of homework time on achievement is greater at the earlier (fourth and fifth) grade levels, compared to the later (sixth to tenth) grade levels (de jong, westerhof, and creemers 2000). Additionally, some research suggests that the positive relationship with student achievement weakens when middle school students spend more than one hour on homework per day (cooper et al. Several researchers contend that low-performing students spend more time on homework than high-performing students do (de jong, westerhof, and creemers 2000; epstein and van voorhis 2001). De jong and colleagues (2000) argue that when students are grouped on the basis of ability, teachers assign more homework to high-performing students than to low-performing students, perhaps because they expect more from the high achievers (burstein 1993). However, in classes of mixed ability, the lower-performing students spend more time on homework than their higher-performing peers, which may account for the difficulty in finding clear relationships between time spent on homework and student gh little research has been conducted on the impact of homework completed during in-school versus out-of-school hours, it is worth noting such a distinction. In a longitudinal study conducted by keith, diamond-hallam, and fine (2004), researchers used structural equation models to examine the effects of in-school versus out-of-school homework on high school students. They concluded that homework completed outside of the school day had a greater impact on grades and achievement test scores than homework completed in study hall or elsewhere during the school no child left behind act of 2001 (nclb) has brought a surge of federal and state funding for out-of-school-time programs that provide academic assistance, such as homework help, for low-performing students. Although the literature on the relationship between homework completed out of school and academic achievement is sparse, cosden and colleagues (2001) examined ten studies that evaluated after-school programs offering academic activities and homework assistance. Only two of the studies reported improved academic achievement; however, several noted improvements in behavioral skills, such as increased academic motivation and improved work habits, which may indirectly impact l, these researchers noted, "after-school programs can serve a protective function for children, particularly for those who do not have access to other structured after-school activities or homework assistance at home" (cosden et al. Results from a rigorous three-year study of the 21st century community learning centers program, which mandates programs to provide out-of-school-time enrichment, remediation, and homework assistance in reading, math, and other subjects, did not find any connection between providing structured time for homework completion and academic performance (james-burdumy, dynarski, moore, deke, mansfield, pistorino, and warner 2005). The research means for school conflicting nature of the research findings noted in this review reflects the continuing debate surrounding the value of homework. Over the past 150 years, the public's support for homework has waxed and waned on a fairly regular cycle. The new backlash against homework could be viewed as part of the natural cycle, or as a fresh perspective on how these strict accountability requirements affect less of the reason, school leaders and educators need definitive, research-based guidance on the role homework should play in their school systems. Although homework cannot serve as an easy answer to raising student achievement, the literature suggests that it can have a direct effect on student learning under certain conditions and an indirect effect under other conditions. The results, while not clear cut, suggest the following lessons:Homework appears to provide more academic benefits to older students than to younger students, for whom the benefits seem to lie in nonacademic realms, such as in improving study skills and learning structure and responsibility. The amount of homework provided to younger students may therefore be less important than simply assigning something to help them establish routines and learn personal amount and type of homework seem to be more important factors for older students. Older students appear to benefit from completing homework on a regular basis, although it is unclear whether better students do more homework, or doing homework creates better students. Nor is it clear whether providing structured time for students to do homework results in any major learning gains. Community college or university) requires independent study outside of class and, thus, facilitating practice of these study and time management skills at home appears to be a reasonable policy at the high school level regardless of any connection between secondary student learning and ts from low income households, especially those who are low performing, may not benefit from homework in the same way as do students from more financially secure the results are clear about any link between homework and student learning, it is for students with learning disabilities. The additional time to practice skills under the supervision of a parent seems to be a successful method for meeting the learning needs of these rk also appears to facilitate learning for asian american students to a greater extent than it does for students of other ethnic and racial heritages, although, notably, the reasons for such a difference are not teachers assign homework that prepares students for upcoming lessons or helps them review material that has not been covered recently may have more impact on student learning than assigning homework that simply continues the school day's lessons into the evening central lesson of this body of research is that homework is not a strategy that works for all children. Because of its possible negative effects of decreasing students' motivation and interest, thereby indirectly impairing performance, homework should be assigned judiciously and moderately.
Heavy homework loads should not be used as a main strategy for improving home-school relations or student homework review was produced by researchers at edvantia for the center for public education. 2007 the center for public y name as (required):Comments (max 2000 characters):Home > instruction > homework > what research says about the value of homework: research in this guide... Research says about the value of homework: at a glancewhat research says about the value of homework: research rk: research q&ahomework--what is it good for? Archived chatwhat research says about the value of homework: might also be interested research says about the value of homework: at a glancehomework: research q&ahomework--what is it good for? Archived chatteacher quality and student achievement: research reviewclass size and student achievement: at a -kindergarteninvesting in high-quality pre-kindergarten education yields benefits for kids, school, and moredata firsthow good are your schools?