Does homework improve learning

It rests with supporters to show that it does, and specifically to show that its advantages are sufficiently powerful and pervasive to justify taking up children’s (and parents’ and teachers’) time, and to compensate for the distinct disadvantages discussed in the last chapter. Several surveys have found that students consistently report their homework time to be higher than teachers’ estimates” (ziegler 1986, p.

At first they found a very small relationship between the amount of homework that students had had in high school and how well they were currently doing. Most studies involving high school students suggest that students who do homework achieve at a higher rate.

Keith, "testing a model of school learning: direct and indirect effects on academic achievement," contemporary educational psychology 16 (1991): 28-44. Interestingly, herbert walberg, an avid proponent of homework, discovered that claims of private school superiority over public schools proved similarly groundless once other variables were controlled in a reanalysis of the same “high school and beyond” data set (walberg and shanahan).

See data provided -- but not interpreted this way -- by cooper, the battle over homework, 2nd ed. The results of such studies suggest that homework can improve students' scores on the class tests that come at the end of a topic.

161), too, describes the quality of homework research as “far from ideal” for a number of reasons, including the relative rarity of random-assignment studies. The recent studies not included in cooper’s new review:  one, using a methodology associated with economics, concluded that the amount of math homework given to teenagers was a very good predictor of these students’ standardized test scores in math.

These researchers even checked to see if homework in first grade was related to achievement in fifth grade, the theory being that homework might provide gradual, long-term benefits to younger children. They were proud of having looked at transcript data in order to figure out "the exact grade a student received in each class [that he or she] completed" so they could compare that to how much homework the student did.

These eight comparisons, then, the only positive correlation – and it wasn’t a large one – was between how much homework older students did and their achievement as measured by grades. Many school district policies state that high school students should expect about 30 minutes of homework for each academic course they take, a bit more for honors or advanced placement recommendations are consistent with the conclusions reached by our analysis.

If homework turns out to be unnecessary for students to succeed in that subject, it's probably unnecessary comes a new study, then, that focuses on the neighborhood where you'd be most likely to find a positive effect if one was there to be found: math and science homework in high school. Proponents, of course, aren’t saying that all homework is always good in all respects for all kids – just as critics couldn’t defend the proposition that no homework is ever good in any way for any child.

He also reviewed surveys that attempted to correlate students’ test scores with how much homework they did. The longer the duration of a homework study, the less of an effect the homework is shown to have.

For any number of reasons, one might expect to find a reasonably strong association between time spent on homework and test scores. These studies suggest that some homework does help students to achieve but (1) only in the case of some children, (2) only for a reasonable period of time and (3) only if the homework is meaningful and engaging and if it requires active thinking and tary—kindergarten to grade ch suggests that, with two exceptions, homework for elementary children is not beneficial and does not boost achievement levels.

Indeed, it’s hard to imagine what that evidence might look like – beyond repeated findings that homework often isn’t even associated with higher achievement. 13]  in still other cases, a third variable – for example, being born into a more affluent and highly educated family – might be associated with getting higher test scores and with doing more homework (or attending the kind of school where more homework is assigned).

S first look at the global trends on tedly, homework is a global phenomenon; students from all 59 countries that participated in the 2007 trends in math and science study (timss) reported getting homework. But insisting that they do two hours of homework every night is expecting a bit ch suggests that homework benefits high school students most in the following situations:When it is used to enhance short-term retention (such as reviewing for an exam) rather than to learn new it involves constructive activities (such as active problem solving or working on a creative project) as opposed to rote or repetitious tasks (such as completing copy work or practice sheets).

They also looked at how much homework was assigned by the teacher as well as at how much time students spent on their homework. 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.

Contrary to what hollande said, research suggests that homework is not a likely source of social class differences in academic rk, in fact, is an important component of education for students in the middle and upper grades of makers and researchers should look more closely at the connection between poverty, inequality and higher levels of homework. 5]  but another researcher looked more carefully and discovered that only four of those fifteen studies actually compared getting homework with getting no homework, and their results actually didn’t provide much reason to think it helped.

At the beginning of lyons’s teaching career, he assigned a lot of homework “as a crutch, to compensate for poor lessons. When homework is related to test scores, the connection tends to be strongest -- or, actually, least tenuous -- with math.