If we got many HW, and if we're a discipline boy, we'll do it. As a student I do believe other students get better grades when doing homework. They also learn to learn meaning they learn new methods and new ways to improve themselves when doing homework.
Your fellow 6th grader, Kaitlyn N Pack. 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. If students are not given homework, I wonder how many of them would even do something productive in their increased free time, let alone open their textbooks and reabsorb what they've learnt in class.
Also, sometimes while doing homework, students may find doubts that they can ask their teacher. Homework also allows students to sit down alone unless they're group-studying and take their own time to understand and test what they've learnt. 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. Teachers and professors teach concepts and the how to's in class. However, that is not enough. Once students get home they need to reinforce and reflect on what they've learned in class. 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. I hated studying at another friend's house, and always found it relaxing to do homework in my room. 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. In addition, lecture time is small and they don't have much time. 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.
Also interest level in a subject plays a role, if you don't like the topic much you won't pay much attention. 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.
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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.
Again, the results were not the same in all countries, even when the focus was limited to the final years of high school where the contribution of homework is thought to be strongest. Usually it turned out that doing some homework had a stronger relationship with achievement than doing none at all, but doing a little homework was also better than doing a lot.
Again they came up empty handed. Our students get significantly less homework than their counterparts across the globe. Every step of this syllogism is either flawed or simply false.
Premise 2 has been debunked by a number of analysts and for a number of different reasons. But in fact there is now empirical evidence, not just logic, to challenge the conclusions. Two researchers looked at TIMSS data from both and in order to be able to compare practices in 50 countries. When they published their findings in , they could scarcely conceal their surprise:. Not only did we fail to find any positive relationships, [but] the overall correlations between national average student achievement and national averages in the frequency, total amount, and percentage of teachers who used homework in grading are all negative!
If these data can be extrapolated to other subjects — a research topic that warrants immediate study, in our opinion — then countries that try to improve their standing in the world rankings of student achievement by raising the amount of homework might actually be undermining their own success. More homework may actually undermine national achievement. Incidental research raises further doubts about homework. Reviews of homework studies tend to overlook investigations that are primarily focused on other topics but just happen to look at homework, among several other variables.
Here are two examples:. First, a pair of Harvard scientists queried almost 2, students enrolled in college physics courses in order to figure out whether any features of their high school physics courses were now of use to them.
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. Once the researchers controlled for other variables, such as the type of courses kids had taken, that relationship disappeared. The same researchers then embarked on a similar study of a much larger population of students in college science classes — and found the same thing: She then set out to compare their classroom practices to those of a matched group of other teachers.
Are better teachers more apt to question the conventional wisdom in general? More responsive to its negative effects on children and families? This analysis rings true for Steve Phelps, who teaches math at a high school near Cincinnati.
But as I mastered the material, homework ceased to be necessary. Lyons has also conducted an informal investigation to gauge the impact of this shift.
He gave less and less homework each year before finally eliminating it completely. And he reports that. Homework is an obvious burden to students, but assigning, collecting, grading, and recording homework creates a tremendous amount of work for me as well.
Nor is the Harvard physics study. People who never bought it will not be surprised, of course. Put differently, the research offers no reason to believe that students in high-quality classrooms whose teachers give little or no homework would be at a disadvantage as regards any meaningful kind of learning. That will be the subject of the following chapter…. Two of the four studies reviewed by Paschal et al. The third found benefits at two of three grade levels, but all of the students in this study who were assigned homework also received parental help.
The last study found that students who were given math puzzles unrelated to what was being taught in class did as well as those who got traditional math homework. There is reason to question whether this technique is really appropriate for a topic like homework, and thus whether the conclusions drawn from it would be valid. Meta-analyses may be useful for combining multiple studies of, say, the efficacy of a blood pressure medication, but not necessarily studies dealing with different aspects of complex human behavior.
Homework contributes to higher achievement, which then, in turn, predisposes those students to spend more time on it. But correlations between the two leave us unable to disentangle the two effects and determine which is stronger. Epstein and Van Voorhis, pp. Also see Walberg et al. In Cooper et al. For a more detailed discussion about and review of research regarding the effects of grades, see Kohn a, b. That difference shrank in the latest batch of studies Cooper et al. See Kohn b, , which includes analysis and research to support the claims made in the following paragraphs.
Nevertheless, Cooper criticizes studies that use only one of these measures and argues in favor of those, like his own, that make use of both see Cooper et al. The studies he reviewed lasted anywhere from two to thirty weeks.
On the other hand, a study reporting a modest correlation between achievement test scores and the amount of math homework assigned also found that “repetitive exercises” of the type intended to help students practice skills actually “had detrimental effects on learning” (Trautwein et al., p. 41).
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 ’ The homework ante has been upped as school administrators respond to increasing pressure for their students to .
For students in Grades 6 and 7, up to an hour of meaningful homework per night can be beneficial. More than that can be detrimental. Grades 8 to Things change in high school. Most studies involving high school students suggest that students who do homework achieve at a higher rate. Sep 23, · The homework question is best answered by comparing students who are assigned homework with students assigned no homework but who are similar in other ways. The results of such studies suggest that homework can improve students' scores on .
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. Homework is usually given so that students learn while writing. But the pressure of completing h.W is more than studying itself. It takes the student's mind off studies. If the students do the homework without refering to their books, then they are actually learning and using their minds.