Written by Drew Kock

Why do students do homework?

It’s a question that can have a few different angles.

• What’s the motivation to do assignments?
• What’s the point of the assignment?
• Why do some students not do homework?

The motivation for doing homework is not the same for students, and that’s not surprising. A survey of 8th graders gave these different motivating factors: “I have to know it to get a job.” “My mom yells at me if I don’t do it.” “I can play games after doing homework.” “I reward myself with food after doing homework.” “To get good grades.” “I’ll get my phone taken away if I don’t do it.” “I don’t want a lecture.” “So at the end of the year I can be introduced as having an A average in front of the school.”

Homework has little/no current value for many students. Instead, they see current value in sports, music, dance lessons, TV, playing with friends, and so on. Is that so bad? No, I don’t think so. However, if the motivation for doing homework is to have the time and ability to do the things they actually want to do, are we using homework correctly? If there are so many false motivators for doing homework, are the assignments meaningful? Granted, most students will choose fun with friends over even a meaningful assignment, but I think it’s important for teachers to think about the purpose of assignments and the real value they have for students.

So what’s the point of homework? What type of assignments work best? Many of us teachers have given assignments for the purpose of getting something in the grade book. Have you ever found that the number of assignments you give goes up right before parent-teacher conferences? I must confess, it’s happened to me. During a study in the Elmbrook, Wisconsin, school district, researchers Danielson, Strom, and Kramer (2011) found that over 90% of homework was practice oriented. The remaining 10% was split between preparation assignments and integration/critical thinking assignments. When the student asks, “When are we ever going to use this in real life?”, are we simply answering with “Trust me, you’ll use it”? Or are we giving our students opportunities to put what they’ve practiced into action?

I’m a coach. I love running practices, even during lean years at the grade school level. I love planning practices too. When deciding which drill or team activity to do, I try to ask myself how this will be useful come game time. And if it is useful, how much time should be dedicated to it? Is there something else that deserves time as well? Yes, practice is essential, but the things we practice and the opportunities to put those skills into real action must be greater. I think the same is true with the homework we assign.

Why do some students choose to not do homework? Do they want to fail? Research shows that socioeconomic status plays a large role for students who regularly don’t do their homework. (Marzano & Pickering, 2007) The same research found that a student’s access to resources, a positive learning environment, and parental support play key roles as well. Aside from these factors, there’s also a disconnect between the value teachers see in homework and the value students see. (Jianzhou, 2005)

Homework definitely has benefits. Marzano and Pickering (2007) have documented the relationship between homework and improved test scores. Homework can help to form good study habits. It can provide some practice away from school. It can spark some interests. It can help to foster intrinsic motivation for doing well in school and life. We must be sure to use homework for such purposes and clearly communicate the value not only to students and parents, but also to ourselves as the ones giving the assignments.

Drew Kock is the 8th grade teacher, athletic director, and coach at Emanuel, New London WI. Previously he served one year as World History instructor and coach at St. Croix Lutheran High School in W. St. Paul MN. He earned his BS Ed in 2006 from Martin Luther College.

References:

Danielson, M., Strom, B., & Kramer, K. (2011). Real homework tasks: A pilot study of types, values, and resource requirements. Educational research quarterly, 35(1), 17-32.

Jianzhou, X. (2005). Purposes for doing homework reported by middle and high school students. Journal of educational research, 99(1), 46-55.

Marzano, R., Pickering, D. (2007). The case for and against homework. Educational leadership, 64(6), 74-79.