Does Homework Increase Student Achievement? Essay

Introduction prepargondness is a very complex topic and a source of extensive discussion. Support for formulation has ebbed and flowed over the last century. nearly have argued that the heart of preparation causes signifi undersurfacet family stressincluding parent-child conflict, reduced family leisure time, and overly well-worn children. (Kralovec & Buell, 2000). others have argued that grooming is a necessary part of the Ameri bottom of the inning educational experience. After the Russians launched Sputnik in 1957, Americans were worried ab come on keeping up educationally with other nations and began to demand more prep for the children (Gill & Schlossman, 2000). Due to these changing views on platework, seek is more important than ever to determine (if possible) the make of provision on learner achievement. Definitions cooking can be defined as any task delegate by schoolteachers intended for educatees to carry come forward during non-school hours (Cooper, 1989). The scope of the word homework can include many unalike types of things. Variations inhomework can be classified according to its (a) heart and soul, (b) dexterity area, (c) purpose, (d) degree of choice for the student, (e) windup deadline, (f) degree of individualization, and (g) social context. Variations in the amount of homework can appear as differences in both the relative absolute frequency and length of individual assignments. Assignments can range over all the acquisition areas taught in school. (p. 1, Cooper, Robinson, and Patall, 2006). Primary Purposes/Benefits of preparedness AssignmentsHomework can be assigned to fulfill many purposes. Those purposes are either instructional or non-instructional. (Epstein, 1988 Epstein and train Voohis, 2001). Practicing or reviewing material from class is the most common instructional purpose. Other purposes include the introduction of raw(a) material and the application of learned skills to new situations. Examples of non -instructional purposes are to fulfill district homework policies, open and grown parent-teacher lines of communication, as well as improved parent-child communication regarding school. (Cooper et al., 2006) Students, teachers and parents experience these benefits of the homework assignments. special Benefits of HomeworkWhile the primary reason for assigning homework is to embolden and reinforce instruction, there is growing evidence that the practice of homework can have additional benefits including managing distraction, self-efficacy, and perceived responsibility for learning (Bembenutty, 2009). While these self-regulation tasks, much(prenominal) as time management, setting goals, effort and persistence in end difficult tasks, and self-monitoring ones performance, are important to academic success, they are also vitally important spiritedness skills, especially for successful sea captain writers, athletes, artists, and scientists. (Ramdass and Zimmerman, 2011). Other benefi ts include long-term academic benefits such as crack watch skills, as well as nonacademic benefits such as cracking self -direction and more independent problem-solving. In addition, parents tend to have a great appreciation of and involvement in schooling (Protheroe, 2009). Relationship amid Homework and exerciseThere are vary prevailings in the seek for the kinship betweenhomework and achievement. Some research finds a unequivocal relationship between homework and achievement.Zhu and Leung (2012) studied this relationship by introducing select of homework as a factor. They focused on three aspects frequency and amount of homework types of homework and usage modes of homework. Overall, Zhu & Leung found that the three aspects of homework studied did have a positive influence on estimate results.Tanis and Sullivan-Bustein (1998) studied homework completion and its effect on weekly test performance. This research did show improved test performance as homework completion increased. This study was somewhat flawed, however, because the participants were not chosen randomly. The students were chosen delinquent to their history of achievement (or lack thereof) and homework issues. Nonetheless, this research did positively take up the students studied.Omlin-Ruback (1998) conducted a study focusing on increasing homework completion of middle school students through the use of interventions. This study found that the students who were participate in the homework interventions on a daily basis had mitigate grades than those who did not. Thus, students who were completing more homework had improved achievement.While these three studies did find a positive relationship, other research finds no relationship. Trautwein, Schnyder, Niggli, Neumann, and Ludkte (2009) reviewed a great deal of prior research on the relationship between homework and achievement and decided that a more complex research creation was required to study this relationship. The results of their study depended on the variables under focus. The homework-achievement association was positive, oppose or not statistically important depending on which variables were being studied.Opponents maculation out that homework can also have negative effects on achievement and school in general. It can lead to ennui with schoolwork, since all activities remain interesting only for finite periods of time. Homework can deny children access to leisure activities that also teach important life skills. Parents can get too involved in homework. They can twinge children and can confuse them by using instructional techniques that are unalike from those used by the teacher (p.1, Cooper, 2008).Factors other than Homework that Affect AchievementThe relationship between homework and student achievement is complex. One significant factor other than homework bear upon achievement includes home life. Some students do not have the tools or support at home to fill in homework. (Protheroe, 2009). In addition, test anxiety and stress levels can negatively affect student achievement even if homework completion is complete and thorough. (Talib and Sansgiry, 2011). Thus, studying a single relationship between homework and student achievement cannot explain the effects, or lack thereof, of homework. ConclusionsThere are varied finding in the research concerning the relationship between homework and student achievement. While there is a great deal of research on the topic of the value of homework in student achievement, it turns out that this relationship is very complex. There are many factors involved, many of which are out of the control of the school or teacher. In addition, there are gaps in the research regarding the different types of homework and the quality of homework. This complex relationship needfully to be further defined and refined. Further research needs to be done using new statistical techniques that can successfully cover up the number of variables in this relationship.ReferencesBembenutty, H. (2009). Feeling-of-knowing judgment and self-regulation of learning. Education, 129(4), 589-598. Retrieved from http//search.proquest.com/docview/61800994?accountid=12924 Bempechat, J., Li, J., Neier, S. M., Gillis, C. A., & Holloway, S. D. (2011). The homework experience Perceptions of low-income youth. Journal of sophisticated Academics, 22(2), 250-278. 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