{"id":999,"date":"2017-02-28T15:00:48","date_gmt":"2017-02-28T21:00:48","guid":{"rendered":"http:\/\/blogs.mlc-wels.edu\/wels-educator\/?p=999"},"modified":"2017-03-02T10:53:07","modified_gmt":"2017-03-02T16:53:07","slug":"are-common-beliefs-about-homework-wrong","status":"publish","type":"post","link":"https:\/\/blogs.mlc-wels.edu\/wels-educator\/2017\/02\/28\/are-common-beliefs-about-homework-wrong\/","title":{"rendered":"Are Common Beliefs About Homework Wrong?"},"content":{"rendered":"

Written by Nathan Gartner<\/em><\/p>\n

\u201cThere is no evidence that any amount of homework improves the academic performance of elementary students\u201d (Shumaker, 2016), concluded Cooper after he completed his two meta-analyses of 180 studies of homework and its benefit. Research like Cooper\u2019s suggests that some commonly held homework beliefs and traditions may be wrong. There are two beliefs about homework that are worth rethinking.<\/p>\n

We should rethink the emphasis of homework in elementary grades.<\/strong>
\nHarris Cooper (2006) conducted two major meta-analyses, in 1989 and 2006. In 1989, Cooper split his studies into three different groupings. The first grouping focused on students who were given homework compared to students who were not given homework. The results came to show that of the 20 studies in the group, 14 produced evidence in favor of homework. Grade levels showed startling facts about achievement with homework. \u201cHigh school students in a class doing homework out-performed 69% of the students in a no-homework class, as measured by standardized tests or grades. In junior high school, the average homework effect was half this magnitude. In elementary school, homework had no association with achievement gain\u201d (Cooper, 2006, p.4).<\/p>\n

A second grouping compared homework with in-class study. The positive effect was about half of what it was when compared to no homework, and grade level again had an effect. Elementary school students in this study actually proved to do better with the in-class study (Cooper, 2006, p.4).<\/p>\n

One interesting theme appeared in Cooper\u2019s research: the benefits of homework seemed to be related to grade level. In many studies high school homework was associated with the greatest achievement, middle school was lower than high school, and elementary showed little to no achievement gains. This led Cooper to state, \u201cThere is no evidence that any amount of homework improves the academic performance of elementary students\u201d (Shumaker, 2016).<\/p>\n

A study done by Brown University, Brandeis University, Rhode Island College, Dean College, the Children’s National Medical Center, and the New England Center for Pediatric Psychology showed that students in grades K-2 did on average 27 minutes of homework each night (Wallace, 2015). Instead of this time bringing academic achievement, the homework time could bring unneeded stress upon the family (Wallace, 2015). This homework can also bring negative attitudes on the child\u2019s view of school (Shumaker, 2013). Despite evidence that homework in grades K-2 does not increase student achievement but brings added stress and negative feelings, the amount of homework given at these early ages is increasing.<\/p>\n

We should rethink the belief that homework increases student learning.<\/strong>
\nKohn (2006), author of Homework Myth<\/em><\/a>, pointed out that the research done on the advantages of homework is flawed, and that homework actually does not improve learning.<\/em> Learning is often confused with grades and standardized tests. Kohn wrote that Cooper\u2019s positive correlations were between homework time and grades. Naturally, homework positively correlates with grades because homework is typically graded and assessed by how much homework is completed correctly. Cooper\u2019s work does nothing to measure how much students actually learn.<\/p>\n

Maltese, Tai, and Fan (2012) studied homework\u2019s influence on grades and standardized tests and concluded that \u201ctime spent on homework and the final class grade found no substantive difference in grades between students who complete homework and those who do not.\u201d They reinforced that homework does not lead to student achievement and suggested, \u201cOur results hint that maybe homework is not being used as well as it could be\u201d (Maltese, Tai & Fan, 2012)<\/em>.<\/p>\n

Maltese, Tai, and Fan (2012) stated, \u201cThe results from this study imply that homework should be purposeful, and that the purpose must be understood by both the teacher and the students. In today\u2019s current educational environment, with all the activities taking up children\u2019s time in both school and out of school, the purpose of each homework assignment must be clear and targeted. With homework, more is not better.\u201d The purpose of the homework should be to clearly advance student learning. It should not be busy work. Maltese, Tai, and Fan (2012) concluded with these two statements, \u201cWe\u2019re not trying to say that all homework is bad. It\u2019s expected that students are going to do homework. This is more of an argument that it should be quality over quantity,\u201d and \u201cIf homework is going to be such an important component of learning in American schools, it should be used in some way that\u2019s more beneficial. More thought needs to be given to this, rather than just repeating problems already done in class.\u201d<\/p>\n

In the end homework is not bad, but it can undermine student learning when used incorrectly. Homework is a part of school, but research indicates that teachers should make sure this tool is used correctly and produces student achievement.<\/p>\n

Nathan Gartner (\u201913) is currently serving as 8th<\/sup> grade teacher at Mount Olive Lutheran School in Appleton, Wisconsin. He is also enrolled in MLC\u2019s Master of Science in Education program with an emphasis in instruction. <\/em><\/p>\n

References<\/p>\n

Maltese, A., Tai, R.H, Fan, X. (2012). When is homework worth the time? Evaluating the association between homework and achievement in high school science and math. The High School Journal<\/em>. 96(1), 52-72. Summary retrieved from http:\/\/research.indiana.edu\/2013\/01\/when-is-homework-worth-the-time\/<\/a><\/p>\n

Cooper, Harris, Robinson, Jorgianne Civey, Patall, Erika A. (2006). Does Homework Improve Academic Achievement? A Synthesis of Research, 1987-2003. Review of Educational Research,<\/em> 76(1), 1-62. Retrieved from http:\/\/classtap.pbworks.com\/f\/Does+Homework+Improve+Achievement.pdf<\/a><\/p>\n

Kohn, Alfie. (2006). The Homework Myth. <\/em>Da Capo Press.<\/p>\n

Shumaker, Heather. (2016). Here\u2019s why I said no to homework for my elementary-aged kids. TODAY Parenting Team<\/em>. Retrieved from http:\/\/community.today.com\/parentingteam\/post\/heres-why-i-said-no-to-homework<\/a><\/p>\n

Wallace, Kelly. (2015). Kids have three times too much homework, study finds; what\u2019s the cost? CNN.<\/em> Retrieved from http:\/\/www.cnn.com\/2015\/08\/12\/health\/homework-elementary-school-study\/<\/a><\/p>\n

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