School board members have long struggled with this question as they strive to implement policies that will support student learning.HOMEWORK HELP IN AFTERSCHOOL PROGRAMS Literature. relate directly to learning—interactive and comprehensive homework help. and this review highlights research.
When Homework is not Home Work: After-School Programs for Homework. dren do after school each day.Although not explicitly linked to achievement, it is logical to assume that these factors lead to improved achievement.Kohn, A. 2007. The Homework Myth: Why Our Kids Get Too Much of a Bad Thing.Researchers often attribute such a discrepancy to the fact that younger students typically have shorter attention spans than older students.Some have argued that homework can increase the achievement gap between students from affluent and poor families.In one older study, schools in which more homework was routinely assigned had higher levels of student achievement compared to schools where regular homework was not expected (Rutter, Maughan, Mortimore, and Ouston 1979).The conflicting nature of the research findings noted in this review reflects the continuing debate surrounding the value of homework.
Townsend (1995) examined the association between homework and achievement in language acquisition among third graders.
Is Homework Helpful or Harmful? | The Great Homework Debate
Other studies find a positive relationship in math, but not in reading (Fuchs et al. 2004).Her findings indicated no differences in math achievement scores between students in the two homework groups.Research Spotlight on Homework. homework can help students develop study skills and habits and can keep families.Homework: The Good and the Bad. Sep 13,. So what can be good about homework.The homework review was produced by researchers at Edvantia for the Center for Public Education.However, postsecondary education (e.g., community college or university) requires independent study outside of class and, thus, facilitating practice of these study and time management skills at home appears to be a reasonable policy at the high school level regardless of any connection between secondary student learning and homework.
Harvard Family Research Project Harvard. offer requested help, participate in homework.Another study examined the influence of homework, among other variables, on student grades across five ethnic groups: white, black, Hispanic, Asian American, and Native American students (Keith and Benson 1992).
But Maybe Better Standardized Test Scores. between students who complete homework and those who do. be explained by a teacher does not help these.As this review will show, the research suggests that homework may benefit some students under certain conditions.Students in Japan and Finland, for example, are assigned less homework but still outperform U.S. students on tests (Organisation of Economic Cooperation and Development 2004).However, how much homework a child should do and how often are questions that can be answered only after taking into account the unique needs of the child and his or her learning style, goals and challenges.The small number of studies conducted on the impact of homework assigned for different purposes leaves policymakers with little evidence on which to base decisions.
Homework may serve different purposes at the elementary and secondary levels.Education Research International is a peer-reviewed, Open Access journal that publishes original research articles as well as review. such research might help.
Specific types of homework can be very beneficial to students with learning disabilities, however.The link between assignment of homework and student achievement is far from clear, as noted by Cooper and other researchers (Trautwein and Koller 2003).The students also learned to work on schoolwork when they did not want to and to adjust their attentiveness to the demands of a specific assignment.Homework assigned to improve communication between parents and their children is identified as parent-child relations homework, such as developing a family tree.When it is used to enhance short-term retention (such as reviewing for an exam) rather than to learn new content.
Academic Tutoring and Mentoring - A literature ReviewPaschal, Weinstein, and Walberg (1984) discovered through a meta-analysis of fifteen quantitative studies that homework did have a positive effect on achievement, especially in certain grade levels.
Specifically, traditional, daily, and graded homework had the greatest positive impact on student achievement in the fourth and fifth grades.History of Homework Research. throughout this literature review homework will be defined as any.Unfortunately, research and commentary offer conflicting conclusions on homework.The additional time to practice skills under the supervision of a parent seems to be a successful method for meeting the learning needs of these students.
However, Cooper and colleagues (2006) caution against viewing the grade-level effect as fact.Policy homework is often assigned to fulfill mandates from school or district administration, such as requirements for a specified amount of daily or weekly homework.A quasi-experimental study by Van Voorhis (2003) looked at science homework involving interaction between parent and student to measure its impact on family involvement and academic achievement. (Such a study tests causal hypotheses without random assignment.) The researcher found that these assignments promoted higher levels of parent involvement than did noninteractive assignments.Pre-Kindergarten Investing in high-quality pre-kindergarten education yields benefits for kids, school, and communities.Researchers have also focused their attention on the effects of homework among various ethnic or socioeconomic groups.
Despite this extra difficulty younger children may face, Bempechat suggests that homework still provides a way to help them become better learners.The association between homework and achievement, in other words, may be the result of another, not studied, factor that influences both.In addition, students in schools that are identified as low performing and that have high percentages of students in poverty do less homework than students in more high-performing and high-SES schools (Easton and Bennett 1989).Overall, a review of mainly correlational studies examining the amount of homework and its relation to achievement revealed encouraging findings.An experimental study conducted by Murphy and Decker (1989) revealed that the majority of teachers (approximately three-quarters of them) check and grade homework.