Homework is unconditionally accepted as a powerful tool for helping students with learning, progressing, growing. However, what is the actual gain students get from it in the end? Can we differentiate between learning occurring from the tasks done while in the lesson from those occurring while doing the homework?
A study of the impact of homework (but not very interesting from the educational point of view) is
Eren, O. and Henderson, D. J. (2008), The impact of homework on student achievement. The Econometrics Journal, 11: 326–348.
http://onlinelibrary.wiley.com/doi/10.1111/j.1368-423X.2008.00244.x/full
For a review on homework in the US in 1987-2003 see http://rer.sagepub.com/content/76/1/1.full.pdf
By the same author see also
Homework for all - In moderation. Educational Leadership, 58(7), 2001, 34-38.
From other authors:
Trautwein, U. & Lüdtke, O (2007). Students' self-reported effort and time on homework in six school subjects: Between-students differences and within-student variation.
Journal of Educational Psychology, 99(2), 432-444.
U. Trautwein (2007). The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort.
Learning and Instruction, 17(3), 372–388
Against homework:
Kralovec, E. & Buell, J. (20019. End homework now. Educational Leadership, 58(7), 2001, 39-42.
More interesting are in my opinion the papers which put into relation homework with the practice or development of kills of self-regulated learning, like:
P.H. Winne, &A. F. Hadwin (1998). Studying as elf-regulated learning. IN D.J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Metacognition in educational theory and practice. LEA Pub.
B. J. Zimmerman & A. Kitsantas (2005). Homework practices and academic achievement: The mediating role of self-eYcacy and perceived responsibility beliefs. Contemporary Educational Psychology 30, 397–417.
I hope this can help!
Homework should be a moment of individual reflection, and this is important for learning as much as collective work in class. From this point of view, homework should be organized so as to lead the students to put newly acquired knowledge into relation with their previous knowledge.
Homework, if done sincerely has a good educational impact ! A student gets time to reflect upon what has been done in class, use it at home when student has more time and peace. Remembering, memorising , simulating may be other advantages!
Homework, really impacts of students' learning; when the homework distributed to be appropriateness for students and related to their abilities, also it can help if parents don't do it instead of the student him self. But the crucial thing in homework is how the teachers treat , analysis students' errors and gave Feedback to the students'; if there is attention from the teachers and students see their teacher appreciate their solutions anyway, homework will impacts the students learning
Experience-wise [remember that, psychologist and other professionals?] it is the comfort of a safe environment; and if it is not safe; it is at least an environment that can be controlled by the student; for most it is the only time a student feels a sense of being in control. There is no peer pressure and more time to choose a focus; something that is taken away from children of today. Either a parent focuses for them or a teacher focuses or an authority figure focuses for them. During the reflection time of homework, the student can find their own focus.
when the students feel or belief that the teachers attention and support them on their answer, homework will affected students' learning. Homework shouldn't be the same for all students in different levels, if we want it to be influence on students' learning it depends on the teacher how he or she interact with the students' answer and how we encourage and carry the student with us whatever her or his answer. although the importance of the purpose of homework, teacher don't care and deal with by unstable way. Why, the is the question that need to search.
this our article coducted on homework in Jordan since 2007 , in Arabic and the Abstract is:
Abstract
This study investigated students' attitudes toward homework in Amman City schools, and whether those attitudes are related to gender, grade level, achievement level, and school type. To accomplish the study goals, a questionnaire of six domains was developed and distributed to 1467 students in public and private schools. In general, results revealed that students held positive attitudes toward homework. Findings also indicated that there were statistically significant mean differences (=0.05) in students' attitudes towards homework with respect to achievement level and school type, whereas no statistically significant mean differences were found with respect to gender and grade level. According to study results and their interpretation, it is recommended that homework should be varied for the reinforcement of positive attitudes among students with good and excellent achievement.
best regards Jyotsna
Good morning fellow researchers. Sadly my input is from experience but on the level of the student. I am 63 and the ONLY thing keeping me from a simple Associates Degree is PreAlgebra; so thank you Ibrahim when you presented your input using a visual means equation [remember, I said I failed pre-algebra, 7 times to boot and not for lack of trying.] Thankfully my acceptance into this particular clique' I will learn even more, such as with all the numerical and statistical data that you have presented will give me the opportunity to evaluate your findings thus showing me how important it is for me to understand PreAlgebra; that is should I choose to remain in this particular field of researcher. On the plus side, I may not be able to pass this particular course; but will provide fellow researchers with the "other side of the coin." Have I achieved? I believe that I have. Again, thank you.
A study of the impact of homework (but not very interesting from the educational point of view) is
Eren, O. and Henderson, D. J. (2008), The impact of homework on student achievement. The Econometrics Journal, 11: 326–348.
http://onlinelibrary.wiley.com/doi/10.1111/j.1368-423X.2008.00244.x/full
For a review on homework in the US in 1987-2003 see http://rer.sagepub.com/content/76/1/1.full.pdf
By the same author see also
Homework for all - In moderation. Educational Leadership, 58(7), 2001, 34-38.
From other authors:
Trautwein, U. & Lüdtke, O (2007). Students' self-reported effort and time on homework in six school subjects: Between-students differences and within-student variation.
Journal of Educational Psychology, 99(2), 432-444.
U. Trautwein (2007). The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort.
Learning and Instruction, 17(3), 372–388
Against homework:
Kralovec, E. & Buell, J. (20019. End homework now. Educational Leadership, 58(7), 2001, 39-42.
More interesting are in my opinion the papers which put into relation homework with the practice or development of kills of self-regulated learning, like:
P.H. Winne, &A. F. Hadwin (1998). Studying as elf-regulated learning. IN D.J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Metacognition in educational theory and practice. LEA Pub.
B. J. Zimmerman & A. Kitsantas (2005). Homework practices and academic achievement: The mediating role of self-eYcacy and perceived responsibility beliefs. Contemporary Educational Psychology 30, 397–417.
I hope this can help!
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