Homework And Academic Achievement

It states, “Most educators agree that for children in grades K–2, homework is more effective when it does not exceed 10–20 minutes each day; older children, in grades 3–6, can handle 30–60 minutes a day; in junior and senior high, the amount of homework will vary by subject.” In this article, the authors summarize research conducted in the United States since 1987 on the effects of homework. The authors found that all studies, regardless of type, had design flaws. These recommendations are consistent with the conclusions reached by our analysis.

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The beginning of a new school year brings with it a reawakening of an old debate regarding the value of homework.

Parents who feel their children are overburdened with homework are pitted against educators pressed to improve achievement test scores.

I've written here and elsewhere about the negative impact of excessive, meaningless, or otherwise poorly thought-out homework, so I welcomed this guest post with a balanced look at the up-side of this fundamental educational construct.

– KW There has always been a debate among the teachers and parents about homework.

The most common reason could be the amount of homework kids are were given. Homework is basically a set of tasks given to students by their teachers which should be done outside the classroom.

Homework can be a great way to enhance learning and play an important role in achieving better academic results.

It can foster independent learning and responsible character traits.

And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

My colleagues and I analyzed dozens of homework studies conducted between 19 to examine whether homework is beneficial and what amount of homework is appropriate for our children (Cooper, Robinson, & Patall, 2006).

The homework question is best answered by comparing students assigned homework with students assigned no homework who are similar in other ways.

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