Practice makes a man perfect. Also, sometimes while doing homework, students may find doubts that they can ask their teacher. The problem only arises when a teachers burden students with homework so that they have no choice but to rush through it without understanding.
B teachers use homework as an excuse to not teach. C students themselves blindly do homework giving it no importance. However, that is not enough. Without reinforcement, students can easily forget what was learned in class. There are rare students who do not require reinforcement, however, the rest of the regular students need to reinforce what was learned. Homework is the proper way to do this. Kids often feel better studying in a comfortable environment. As an introvert, I felt I could truly focus and complete my work at an area I was used to.
Having the entire afternoon and evening to do the homework is comforting and lets the child manage their time correctly at their own pace, instead of the intervals at school. Homework and yes it can be annoying but it reinforce the concepts you learn in class. I realize this is probably more directed to kids K through 12, but it still applies. If Reading the text book actively, underlining, putting questions marks make you a learner. I believe homework helps you be responsible to study and be active learner.
As a college student I get homework and yes it can be annoying but it reinforce the concepts you learn in class. If I remember from high school lecture is about 55 minutes. Reading the text book actively, underlining, putting questions marks make you a learner. Fear not homework is the best solution to this problem. Students should get homework because homework is a great preparation for tests, you will have a better understanding about the topic, and its a productive way to spend your spare time.
You will want to be prepared for it, so you can do well on it. 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 , we already learn ,understand and study in school. But they give us extra work practice that causes lots of pain as i said. Students that know and understand the material have no reason to do homework. You know the drill. The pages of polynomials have been abandoned. The paper on the Battle of Waterloo seems to have frozen in time with Napoleon lingering eternally over his breakfast at Le Caillou.
Then come the tears and tantrums — while we parents wonder, Does the gain merit all this pain? However the drama unfolds night after night, year after year, most parents hold on to the hope that homework after soccer games, dinner, flute practice, and, oh yes, that childhood pastime of yore known as playing advances their children academically.
But what does homework really do for kids? Or is it just busywork? Whether or not homework helps, or even hurts, depends on who you ask. It makes kids stressed-out and tired and makes them hate school more.
Books like The End of Homework , The Homework Myth , and The Case Against Homework and the film Race to Nowhere make the case that homework, by taking away precious family time and putting kids under unneeded pressure, is an ineffective way to help children become better learners and thinkers.
One Canadian couple recently took their homework apostasy all the way to the Supreme Court of Canada. After arguing that there was no evidence that it improved academic performance, they won a ruling that exempted their two children from all homework. In an effort to answer this question, researchers have been doing their homework on homework, conducting hundreds of studies over the past several decades.
Despite scores of studies, definitive conclusions remain a matter of some debate. 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: It, too, found minuscule correlations between the amount of homework done by sixth graders, on the one hand, and their grades and test scores, on the other.
For third graders, the correlations were negative: He was kind enough to offer the citations, and I managed to track them down. The point was to see whether children who did math homework would perform better on a quiz taken immediately afterward that covered exactly the same content as the homework.
The third study tested 64 fifth graders on social studies facts. All three of these experiments found exactly what you would expect: The kids who had drilled on the material — a process that happened to take place at home — did better on their respective class tests. The final study, a dissertation project, involved teaching a lesson contained in a language arts textbook. It seems safe to say that these latest four studies offer no reason to revise the earlier summary statement that no meaningful evidence exists of an academic advantage for children in elementary school who do homework.
The correlation only spikes at or above grade A large correlation is necessary, in other words, but not sufficient. Indeed, I believe it would be a mistake to conclude that homework is a meaningful contributor to learning even in high school. Remember that Cooper and his colleagues found a positive effect only when they looked at how much homework high school students actually did as opposed to how much the teacher assigned and only when achievement was measured by the grades given to them by those same teachers.
All of the cautions, qualifications, and criticisms in this chapter, for that matter, are relevant to students of all ages. Students who take this test also answer a series of questions about themselves, sometimes including how much time they spend on homework. For any number of reasons, one might expect to find a reasonably strong association between time spent on homework and test scores.
Yet the most striking result, particularly for elementary students, is precisely the absence of such an association. Consider the results of the math exam.
Fourth graders who did no homework got roughly the same score as those who did 30 minutes a night. Remarkably, the scores then declined for those who did 45 minutes, then declined again for those who did an hour or more! In twelfth grade, the scores were about the same regardless of whether students did only 15 minutes or more than an hour.
In the s, year-olds in a dozen nations were tested and also queried about how much they studied.
Research suggests that, with two exceptions, homework for elementary children is not beneficial and does not boost achievement levels. The first exception is in the case of a student who is struggling to complete classroom tasks. The second is when students are preparing for a test.
Every student needs homework in the course of their learning. For this reason, tutors will always provide you with some exercises to work on during your free time. This is .
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? Sep 23, · Practice assignments do improve scores on class tests at all grade levels. A little amount of homework may help elementary school students build study habits. Homework for junior high students appears to reach the point of diminishing returns after about 90 minutes a night. For high school students, the positive line .
Does Homework Improve Learning? You might think that open-minded people who review the evidence should be able to agree on whether homework really does help. but these new experiments measured achievement by students’ scores on tests that had been designed to match the homework they had just done. Sep 14, · Does Your Homework Help You Learn? By Holly Epstein Ojalvo like “retrieval practice,” which basically means doing practice tests to reinforce learning and commit it to memory, and “interleaving,” in which problems are not grouped into sets by type, but rather scattered throughout an assignment, which makes the brain work.