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. 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. This will help them build upon the information that they learned the previous days without getting overloaded. One way to help your child improve their test scores is to use part of their homework time to do sample tests. This will enable them to practice using their newly acquired skills by forcing them to apply the information to the sample test questions.
This has proven to be much more effective than merely reading through the assigned reading material, and then forgetting much of it by the time the actual test rolls around. Taking practice tests will also help take the pressure off during the real test, and should help reduce some of the test taking anxiety.
They might have a good reason. Some teachers might also be open to making changes to the homework assignments to make them more effective! Book a Tutor Online Now! If you have any questions to ask us, or would like to share your thoughts on your experiences with us, use our contact info below.
Own a School is Easy Tutoring franchise! Homework in middle school was half as effective. In elementary school, there is no measurable correlation between homework and achievement. Despite all the research, homework remains something of a mystery.
Choosing the wrong college can be bad for mental health. How to talk to your teen about their reach school. Please enter a valid email address. Thank you for signing up! Please try again later. Sorry for the inconvenience. Does homework really work? After decades spent trying to assess the value of homework, researchers still argue over the simplest findings. Leslie Crawford June 14, Print article. Get the GreatSchools newsletter - our best articles, worksheets and more delivered weekly.
Choosing the wrong college can be bad for mental health Choosing the wrong college can be bad for mental health.
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, · So I think that homework does not help you learn because you do work at school why do you need to do it again at home? I think teacher’s do that because they want to figure out if you are capable to do the same thing at home and also because they just want us to have some type of work to do at home.
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 . Are you wondering if your child’s homework is just busy work or does their homework help them to improve important skills? Quality homework assignments vs. busy work. Homework assignments that cause students to practice a variety of skills on a regular basis are quite effective especially for math and foreign languages.
Since , educators around the world have conducted studies to answer a simple question: Does homework help or hinder a student’s ability to learn? As simple as the question seems to be, the answer is quite complex. So . Homework will help you do that because you can memorize and be better at what you're doing it so when the test comes, you feel confident that your going to do good well because you studied. Homework helps give a better understanding because it’s a recap of what you did in class.