There has been little systematic research considering individual differences in pupil characteristics in relation to the amount of homework completed. The differential access of students to books and the internet at home may limit the extent to which some students can gain the most benefit from completing their homework. Alongside the debates, there has been much research on homework, yet this is rarely referred to in consideration of its usefulness. This association was least marked in mathematics and most marked in reading and science. Studies in a range of countries have shown that where students have a desk, dictionary and computer at home they tend to have higher test scores Martin et al ; Mullis et al The first two applied to students in lower ability groups – being told to start homework by parents and reporting problems doing their homework. The evidence synthesizes key findings from the international research, providing an evidence-base that can be used in future considerations of the role of homework in the lives of children and young people.
Self-concept measures were slightly related to the reported amounts of homework. Would you like to tell us about a lower price? One approach to homework, which has been relatively little explored at school level despite its introduction in higher education, is collaborative working. For students with high levels of self-perceived homework achievement and positive attitudes towards homework, motivation was influenced by parents and teachers. Harris and Rudduck reported that students did not like doing homework which they perceived did not contribute to or consolidate their learning. Some pupils said that TV helped them to concentrate but for many it provided an intermittent distraction because it “eased the pain” MacBeath and Turner
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Harris, Nixon and Rudduck have suggested that some of the reported gender differences in relation to homework are related to peer and community factors. Teachers can only encourage students to be self-aware of the environmental and self-states hxllam most support their learning and to attempt to ensure halam that they are optimal when homework is being completed.
A number of studies have commented on gender differences in relation to homework. What is the evidence for the effectiveness of homework?
Such discussions are frequently characterized tge polemic and based on personal experiences that may have been more or less positive. Social Justice, Equality and Human Rights.
The relationship between ability and the amount of homework set varies. Girls are more positive in their responses to homework Bonyun ; Chen and Stevenson ; Harris et al ; Keys et al and take more responsibility for their own learning MacBeath and Turner Some pupils said that TV helped them to concentrate but for many it provided an intermittent distraction because it “eased the pain” MacBeath and Turner The amount and type of homework set for pupils of different abilities almost certainly depends on the way that they are grouped within school.
Pupils’ perspectives on homework
Gender differences A number of studies have commented on gender differences in relation to homework. In addition, at secondary level, better timetabling was mentioned. At primary level English, maths and having too much writing were also cited. Apart from homework the most common leisure activity reported by school pupils in the UK is watching TV. These images were reflected in the way that students hte homework.
Homework – UCL IOE Press
This distinction homswork not apply to women who, while holding a job, still worked in the domestic role at home. Out of school boys tended to spend more time in larger groups involved in sport whereas girls spent more time with a single close friend, which might involve working with them on homework.
She then describes the findings of studies that compare homework with no homework or with supervised homework, and international and UK studies looking at the relationships between time spent on homework and attainment.
In Scotland MacBeath and Turner found that in a typical evening primary pupils and their parents agreed that they had homework that took less than an hour. Then you can start reading Kindle books on your smartphone, tablet, or computer – no Kindle device hqllam. Read, highlight, and take notes, across web, tablet, and phone. Pupils’ attitudes towards homework Pupils’ attitudes towards homework are often influenced by peer group and community factors Cooper a, b; Ulrich ; Murphy and DeckerReetz ; Miller and Kelley ; Pratt et al ; Chen and Stevenson These differences are likely to be explained by local mediating factors.
Get to Know Us. In the communities where their research was undertaken, men tended to maintain a clearer distinction between time at work and time off work when they relaxed.
Teachers and homework; 5. Considering depth of processing might be more productive, particularly as this is related to motivation Entwistle and Ramsden There has been some concern that girls in learning to conform to the conventions of school education, handing in work on time and remaining on task have completed excessive amounts of homework susaj response to school demands.
Some pupils in English and Welsh secondary schools have reported, however, that they had insufficient books at home to support their learning Johnson They also preferred to work with structured homework instructions, organise an order for working on assignments and use the same spot in the house.
Despite these apparently negative attitudes towards homework, students seem to view teachers as more effective when they set daily homework Dudley and Shawver Keith et al found an indirect effect. The role of homework in attainment; 3. Cooper et al demonstrated that students’ attitudes towards homework did not predict homework completion or classroom grade. Harris and Rudduck reported that students did not like doing homework which they perceived did not contribute to or consolidate their learning.
Homework is not new.