(By contrast, the amount of time children spent reading for pleasure was strongly correlated with higher scores.)12. Taken as a whole, the available research might be summarized as inconclusive. . But if we look more closely, even that description turns out to be too generous. . The bottom line, ill argue in this chapter, is that a careful examination of the data raises serious doubts about whether meaningful learning is enhanced by homework for most students. . Of the eight reasons that follow, the first three identify important limitations of the existing research, the next three identify findings from these same studies that lead one to question homeworks effectiveness, and the last two introduce additional data that weaken the case even further. Limitations of the research. .
Chinese kids do almost 3 hours of homework a day, 3 times world
The literature report reviews done over the past 60 years. Report conflicting results, one expert concluded in 1985. . There is no good evidence that homework produces better academic achievement.7 four years later, harris cooper, an educational psychologist, attempted to sort things out by conducting the most exhaustive review of the research to date. . he performed a meta-analysis, which is a statistical technique for combining numerous studies into the equivalent of one giant study.8 Cooper included seventeen research reports that contained a total of 48 comparisons between students who did and did not receive homework. . About 70 percent of these found that homework was associated with higher achievement. . he also reviewed surveys that attempted to correlate students test scores with how much homework they did. . Forty-three of fifty correlations were positive, although the overall effect was not particularly large: Homework accounted for less than 4 percent of the differences in students scores.9. Cooper and his colleagues published a review of newer studies in 2006. . Those that compared students with and without homework found a stronger association with achievement than the earlier studies had, but these new experiments measured achievement by students scores on tests that had been designed to match the homework they had just done. . 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 1989.10. Among the recent studies not included in coopers 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.11 But another study the same.
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. . The fact that there isnt anything close to unanimity among experts belies the widespread assumption that homework helps. . It demonstrates just how superficial and misleading are the countless declarations one hears to the effect that studies find homework is an important contributor to academic achievement. Research casting doubt on that assumption goes back at least to 1897, when a study found that assigning spelling homework had no effect on how proficient children were at spelling later., a reviewer tracked down 17 experimental studies, most of which produced mixed results. One found that homework helped, two found that it didnt, and two found mixed results.4 professional Yet another review was published a few years later, this one of eight articles and seven dissertations that had appeared from the mid-1960s to the early 1980s. . The authors, who included a long-time advocate of traditional educational policies, claimed the results demonstrated that homework had powerful effects on learning.5 But another researcher looked more carefully and discovered that only four of those fifteen studies actually compared getting homework with getting no homework.
Journal of Educational Psychology. . The conclusions of more than a dozen reviews of the reviews homework literature conducted between 19 varied greatly. . Their assessments ranged from homework having positive effects, no effects, or complex effects to the suggestion that the research was too sparse or poorly conducted to allow trustworthy conclusions.1. When you think about it, any number of issues could complicate the picture and make it more or less likely that homework would appear to be beneficial in word a given study: 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? .
Whatever the reason, we are ready to help! Remember, smart students find ways to get this anticipated grade without wasting time and efforts. Webmath is a math-help web site that generates answers to specific math questions and problems, as entered by a user, at any particular moment. The math answers are generated and displayed real-time, at the moment a web user types in their math problem and clicks "solve." In addition to the answers, webmath also shows the student how to arrive at the answer. Chapter 2 of, the homework myth (da capo Press, 2006 copyright 2006 by Alfie kohn. By alfie kohn, because the question that serves as the title of this chapter doesnt seem all that complicated, you might think that after all this time wed have a straightforward answer. . you might think that open-minded people who review the evidence should be able to agree on whether homework really does help. If so, youd 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.
Homework around the world: how much is too much?
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High Schools Assign.5 hours of Homework a night, survey - blogs
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How Much Homework Is too much?
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