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For students in Grades 6 and 7, up to an hour of meaningful homework per night can be beneficial. Things change in high school. Most studies involving high school students suggest that students who do homework achieve at a higher rate. Based on his research, Cooper suggests this rule of thumb: In other words, Grade 1 students should do a maximum of 10 minutes of homework per night, Grade 2 students, 20 minutes, and so on.

Expecting academic students in Grade 12 to occasionally do two hours of homework in the evening—especially when they are studying for exams, completing a major mid-term project or wrapping up end-of-term assignments—is not unreasonable. But insisting that they do two hours of homework every night is expecting a bit much. Research suggests that homework benefits high school students most in the following situations:. While the debate continues, one thing remains clear: For that reason, assigning students some homework can be beneficial.

However, how much homework a child should do and how often are questions that can be answered only after taking into account the unique needs of the child and his or her learning style, goals and challenges. Forty-three of fifty correlations were positive, although the overall effect was not particularly large: As for more recent studies looking for a relationship between achievement and time spent on homework, the overall correlation was about the same as the one found in But if we look more closely, even that description turns out to be too generous.

At best, most homework studies show only an association, not a causal relationship. Nevertheless, most research purporting to show a positive effect of homework seems to be based on the assumption that when students who get or do more homework also score better on standardized tests, it follows that the higher scores were due to their having had more homework.

There are almost always other explanations for why successful students might be in classrooms where more homework is assigned — let alone why these students might take more time with their homework than their peers do.

Again, it would be erroneous to conclude that homework is responsible for higher achievement. Or that a complete absence of homework would have any detrimental effect at all. One of the most frequently cited studies in the field was published in the early s by a researcher named Timothy Keith, who looked at survey results from tens of thousands of high school students and concluded that homework had a positive relationship to achievement, at least at that age.

But a funny thing happened ten years later when he and a colleague looked at homework alongside other possible influences on learning such as quality of instruction, motivation, and which classes the students took. Do we really know how much homework kids do? The studies claiming that homework helps are based on the assumption that we can accurately measure the number and length of assignments. But many of these studies depend on students to tell us how much homework they get or complete.

When Cooper and his associates looked at recent studies in which the time spent on homework was reported by students, and then compared them with studies in which that estimate was provided by their parents, the results were quite different. These first two flaws combine to cast doubt on much of the existing data, according to a damning summary that appears in the Encyclopedia of Educational Research: Homework studies confuse grades and test scores with learning.

Each is seriously flawed in its own way. In the second kind of study, course grades are used to determine whether homework made a difference. Any given assignment may well be given two different grades by two equally qualified teachers — and may even be given two different grades by a single teacher who reads it at two different times.

The final course grade, moreover, is based on a combination of these individual marks, along with other, even less well defined considerations.

The same teacher who handed out the assignments then turns around and evaluates the students who completed them. The final grade a teacher chooses for a student will often be based at least partly on whether, and to what extent, that student did the homework. Thus, to say that more homework is associated with better school performance as measured by grades is to provide no useful information about whether homework is intrinsically valuable.

Yet grades are the basis for a good number of the studies that are cited to defend that very conclusion. The studies that use grades as the outcome measure, not surprisingly, tend to show a much stronger effect for homework than studies that use standardized test scores. Cooper and his colleagues conducted a study in with both younger and older students from grades 2 through 12 , using both grades and standardized test scores to measure achievement.

They also looked at how much homework was assigned by the teacher as well as at how much time students spent on their homework. Thus, there were eight separate results to be reported. The last, and most common, way of measuring achievement is to use standardized test scores. They are, however, excellent indicators of two things. The first is affluence: Up to 90 percent of the difference in scores among schools, communities, or even states can be accounted for, statistically speaking, without knowing anything about what happened inside the classrooms.

The second phenomenon that standardized tests measure is how skillful a particular group of students is at taking standardized tests — and, increasingly, how much class time has been given over to preparing them to do just that. In my experience, teachers can almost always identify several students who do poorly on standardized tests even though, by more authentic and meaningful indicators, they are extremely talented thinkers.

These anecdotal reports have been corroborated by research that finds a statistically significant positive relationship between a shallow or superficial approach to learning, on the one hand, and high scores on various standardized tests, on the other. To that extent, students cannot really demonstrate what they know or what they can do with what they know. Multiple-choice tests are basically designed so that many kids who understand a given idea will be tricked into picking the wrong answer. Instead, its primary purpose is to artificially spread out the scores in order to facilitate ranking students against each other.

Moreover, the selection of questions for these tests is informed by this imperative to rank. Thus, items that a lot of students answer correctly or incorrectly are typically eliminated — regardless of whether the content is important — and replaced with questions that about half the kids will get right.

This is done in order to make it easier to compare students to one another. In the latter case, a high or rising average test score may actually be a reason to worry. Every hour that teachers spend preparing kids to succeed on standardized tests, even if that investment pays off, is an hour not spent helping kids to become critical, curious, creative thinkers.

The limitations of these tests are so numerous and so serious that studies showing an association between homework and higher scores are highly misleading. The fact that more meaningful outcomes are hard to quantify does not make test scores or grades any more valid, reliable, or useful as measures.

To use them anyway calls to mind the story of the man who looked for his lost keys near a streetlight one night not because that was where he dropped them but just because the light was better there. Even taken on its own terms, the research turns up some findings that must give pause to anyone who thinks homework is valuable. Homework matters less the longer you look.

The longer the duration of a homework study, the less of an effect the homework is shown to have. The studies finding the greatest effect were those that captured less of what goes on in the real world by virtue of being so brief. Even where they do exist, positive effects are often quite small. The same was true of a large-scale high school study from the s.

There is no evidence of any academic benefit from homework in elementary school. The absence of evidence supporting the value of homework before high school is generally acknowledged by experts in the field — even those who are far less critical of the research literature and less troubled by the negative effects of homework than I am.

But this remarkable fact is rarely communicated to the general public. In , Cooper summarized the available research with a sentence that ought to be e-mailed to every parent, teacher, and administrator in the country: The homework ante has been upped as school administrators respond to increasing pressure for their students to perform better on state-mandated tests.

So how can you know if your child is doing the right amount? But where did it come from? If you think your child is doing too much homework, Cooper recommends talking with her teacher. Recent studies suggest that proper sleep may be far more essential to brain and body development. In fact, for elementary school-age children, there is no measureable academic advantage to homework. For middle-schoolers, there is a direct correlation between homework and achievement if assignments last between one to two hours per night.

For high schoolers, two hours appears optimal. As with middle-schoolers, give teens more than two hours a night, and academic success flatlines. It appears middle- and high schoolers have much to gain academically by doing their homework.

Homework in middle school was half as effective. In elementary school, there is no measurable correlation between homework and achievement. Despite all the research, homework remains something of a mystery. Choosing the wrong college can be bad for mental health.

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2. Do we really know how much homework kids do? The studies claiming that homework helps are based on the assumption that we can accurately measure the number and length of assignments. But many of these studies depend on students to tell us how much homework they get (or complete).

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Since , educators around the world have conducted studies to answer a simple question: Does homework help or hinder a student’s ability to learn? As simple as the question seems to be, the answer is quite complex. So many variables affect student achievement.

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For better or worse, homework is on the rise in the United States. A survey done through the University of Michigan found that by the ’03 school year, students ages 6 to 17 were doing twice as much homework as in ’ Sometimes homework takes hours and hours to do, and it even wastes your time for having fun and relaxing from school. School is from am until pm and when your back home you got only 3h left. Homework gives lots of stress and pain. Homework is useless, .

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Does homework help improve learning? Do your children ask you for homework help? Do you sometimes question why they need to do so much homework? Children of all ages are bringing home all sorts of homework assignments these days. Perhaps your child has . Sep 14,  · Homework definitely helps me learn. By the time i get home from school some subjects become unfamiliar and homework help reinforce what i learned in class. Better students do their homework and teachers recognize that frequently. Repetition of your homework also helps memorize which you could benefit from on tests and other classwork activities.