It helps students because it is kind of a revision. Like from school we learn the topic and at home we just revise. For example if teacher does not give any homework we may get less marks. The reason is because if we dont practice we may forget the facts. 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.
And the Manatee County school board has recently adopted policies on how much time students should spend on homework each night.
Younger students should spend less than an hour a day, depending on grade level, according to the new district policy. Middle schoolers should spend an hour to 1 hours and high schoolers up to two hours.
No one covers what is happening in our community better than we do. The plan is to roll out the middle school portion this year and the high school one next year, she said. The guideline is nothing new to teachers, who say they try to keep homework assignments reasonable.
Many students say they spend that amount of time already on schoolwork at home. And they grudgingly agree that it helps them keep up in school and avoid cramming for tests.
But is it really? But most agree it does help form healthy work habits and instills discipline. Some studies show homework helped raise test scores. Some see homework as cultivating a work-oriented culture that puts family and personal well-being on the back burner, according to a article in a magazine Educational Leadership. The best type of homework should make children explore their surroundings, to tie in the lessons they learn in the classroom. There will also be a focus on writing, an exercise students can accomplish at home without a computer or other materials, she said.
What kind of homework are we talking about? Fill-in-the-blank worksheets or extended projects? In what school subject s? How old are the students? How able and interested are they? Are we looking at how much the teacher assigned or at how much the kids actually did?
How careful was the study and how many students were investigated? Even when you take account of all these variables, the bottom line remains that no definite conclusion can be reached, and that is itself a significant conclusion. Research casting doubt on that assumption goes back at least to , when a study found that assigning spelling homework had no effect on how proficient children were at spelling later on. About 70 percent of these found that homework was associated with higher achievement.
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.
Does homework really help my child? In , the Canadian Council on Learning analyzed 18 studies to update Harris Cooper’s research on this contentious topic.
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.
Sep 14, · At my school, we all think that homework helps people learn in so many different ways. You do your homework to get better grades on test scores because some of the homework you get will have some stuff that can be on test. Another reason is that homework can get you better grades if you just hand it in. You can learn from homework. And does homework and you have changed; or she was really few years ago. And then somehow forgot. Nobody speaks more than a few words of Learn, never questioning whether help .
You might think that open-minded people who review the evidence should be able to agree on whether homework really does help. If so, you’d be wrong. “Researchers have been far from unanimous in their assessments of the strengths and weaknesses of homework as an instructional technique,” according to an article published in the Journal of Educational Psychology. Homework and yes it can be annoying but it reinforce the concepts you learn in class. In addition, lecture time is small and they don't have much time. I realize this is probably more directed to kids K .