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The Homework Effect: Does Homework Help or
Harm Students?
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Katherine Field
EdD Candidate, Department of Educational Leadership
Central Connecticut State University
Abstract
Methods
Qualitative Results
Conclusion
Many students do not complete their homework
assignments on a regular basis. How to motivate them to do
so is an ongoing struggle for teachers and parents alike.
Studies have linked homework to higher academic
achievement, but have also found that it can result in
increased stress. This study examined the psychological
and academic impact of homework on students in three
world history classes at an independent high school in
Connecticut. It explored the connection between homework
and student achievement, parent and student attitudes
about homework, and how a uniform homework policy could
be used to increase student achievement while decreasing
student and family stress. Surveys and interviews revealed
that homework was often a major cause of student stress,
as well as discord within the family. Surveys and interviews
also revealed that most teachers do not follow uniform
practices in regard to the amount, type, or level of difficulty
of homework assigned. The implementation of a uniform
homework policy was found to reduce parent and student
stress, resulting in improved academic performance in most
students. The study also found, however, that a uniform
policy does little to benefit struggling learners or those from
economically disadvantaged backgrounds.
This study used qualitative and quantitative methods to
determine the benefits of a uniform homework policy. All
standard level freshmen were surveyed to determine how
long, on average, it took them to complete their assignments,
as well as how homework affected their stress level. Six
freshmen were also interviewed in a focus group. The focusgroup sample was chosen based on their homework habits,
as well as other factors such as special needs and
socioeconomic background. An additional survey was mailed
to the parents of all standard level freshmen to determine the
affects of homework on their home life. A third survey was
given to all standard level freshmen teachers to determine
whether teachers had similar expectations regarding the
amount, type, and difficulty of homework assigned. Lastly, a
focus group interview was conducted with freshmen science
teachers to determine the impact of their department’s
recently created uniform homework policy on student
achievement and attitudes.
The focus group interviews with students and science teachers
revealed that students experience widely different expectations
relating to the amount, type, and difficulty of the average
homework assignment. Therefore, students taking the same class
but with different teachers reported spending vastly different
amounts of time completing homework assignments each night
(Figure 4).
. This study, while small, fits into a wider body of research on the
homework issue, and has meaningful implications for secondary
schools today. To maximize the beneficial aspects of homework
while minimizing student and family stress, it is necessary for
schools to implement a uniform homework policy. This policy
should limit the amount of homework given each night, as well
as provide guidelines to help teachers determine the type of
homework that truly promotes learning. Teachers must also be
provided with professional development on the creation of
meaningful assignments, as well as in strategies to improve
student motivation. The policy should include ways to engage
and involve parents in the homework process in a constructive
way, and provide clear guidelines that explain a parent’s role.
While students should be able to complete all assignments
without parental assistance, parents should still be encouraged
to ask critical questions to encourage their son or daughter to
clarify and synthesize information.
Introduction
The purpose of this study was to determine if a uniform
homework policy would benefit students academically and
psychologically. In addition, this study also examined how a
uniform policy influenced student motivation to complete
homework. The following research questions provided the
foundation for this study, guided the collection and analysis of
data, and ensured the findings and conclusions addressed
the original purpose of the study:
1 What is the connection between homework and
student achievement for students in three world history
classes at an independent school in Connecticut?
2 What are student/parent/teacher attitudes toward
homework?
3 Does a uniform homework policy reduce student and
parent stress and improve student motivation to
achieve at higher levels?
Figure 1: Conceptual Framework
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Quantitative Results
The findings from student, parent, and teacher surveys
.indicated that SCP level world history teachers have very
different expectations regarding the amount, difficulty, and
type of homework assigned. As a result, students taking the
same course at the same level, but with different teachers
had different homework loads, and therefore, different
levels of homework related stress. Findings from both
parent and student surveys suggested that most parents try
to help their child with homework, but reported doing so
increased the level of discord within the family (figure 2).
Figure 2
Surveys also suggested that the level of teacher
communication with parents regarding homework was low.
Only six parents out of forty reported that they were contacted
when their child had missed more than one assignment. The
majority of parents reported their son or daughter’s world
history teacher either had no written homework policy or they
were unaware if such a policy existed (Figure 3).
Figure 3
Figure 4
The amount of homework assigned was found to be the chief
factor contributing to student stress. Another factor included the
number of extracurricular activities students participated in.
Students with the highest stress levels reported being involved in
two or more extracurricular activities. Students reported parent
involvement in the homework process actually exacerbated rather
than alleviated their stress (Figure 5). Science teachers reported
that the introduction of a uniform homework policy in their
department resulted in increased academic achievement for most
students, better communication with parents, and improved
student attitudes and motivational levels.
Figure 5
Discussion
The findings of this study confirm a positive relationship between
homework and student achievement. Students in classes with
heavier homework loads had higher grades, on average, than
students in classes with less homework. Too much homework,
however, was found to be harmful to students. More than 45
minutes of homework per class each night contributed to very high
anxiety levels in students, as well as increased strife between
family members. The type of homework assigned and its level of
difficulty were also crucial. Fewer than 10% of students surveyed
thought that homework helped them understand the material
better and repeatedly used words like “useless” and “busy work”
when describing their feelings in interviews. Homework should be
purposeful, tied to the learning taking place in class, and should
be challenging but not overly difficult. Students should be able to
complete assignments without parental assistance. Extracurricular
activities may interfere with a student’s ability to complete
homework, suggesting that students should limit their involvement
to only two activities. The implementation of a uniform policy that
limits the amount of homework assigned would benefit all
stakeholders. Teachers who followed a uniform policy reported
higher degrees of collaboration with fellow teachers and better
grades for most students. Parents reported increased
communication with teachers and lower levels of family stress. A
uniform policy, however, may not benefit struggling learners or
those from disadvantaged socioeconomic backgrounds, as
teachers have less flexibility to meet their individual needs.
While the policy should be uniform, it must include aspects that
will help those learners who may be unfairly burdened with
homework due to socioeconomic background or learning
difficulties. A policy that has no flexibility will only harm such
students. The policy must be sufficiently adaptable that teachers
have room to differentiate assignments for those with learning
difficulties or other extenuating circumstances.
Thus far, there has been insufficient research on the harmful
aspects of a uniform homework policy. A study that specifically
targets students with learning problems who have been
mainstreamed into regular education classes would help fill this
gap.
References