Why homework Doesn’t Seem To Boost Learning – And How It Could

Some schools have eliminated homework stating that there is no reliable research to prove its effectiveness in boosting academic performance. In the same vein, some schools are also eliminating it. Those who oppose that homework doesn’t promote academic performance state that it does help students in middle and high school but not in the elementary school.

Why homework doesn’t seem to boost learning can be traced to an explanation – teachers do not know why and how to assign homework. This means that homework teachers assign are not effective enough for all students.

An argument against homework is that there is social inequity. A study carried out established that performances of students who have educated parents are boosted even more because they have the internet and all resources needed to do the homework. Hence, students from less educative families need the boost that useful homework can provide.

Furthermore, in some schools, punishments are given to students who fail to do their assignments – this compels students to do any assigned homework. Hence, it is reported that homework causes students to be overburdened and stressed.

However, some people support that homework has other benefits it provides, even if it doesn’t increase test scores or grades. Such benefits include the encouragement of good study habits and parents’ awareness of what their children are taught in school.

Psychologists identified a range of strategies that foster students’ learning. They believe homework as one of the strategies that help students to remember what was taught in class, so that, without consulting their notes, they can answer questions covered in class that day – this is called “retrieval practice.” Research carried out has established that retrieval practice is significant and influential than simply rereading a note.

To make everyone benefit, the disadvantaged – students from less educative homes having little or no access to resources to get their assignments done should be supported right from the elementary stage. This support should not be deferred until when they get to college.

A fundamental problem with giving homework at the elementary level is a narrowed curriculum. Some critical subjects such as social studies and science are eliminated, thus, leaving the children to studying only math and reading. Reading is good, but research has established that when reading comprehension, it is crucial to have an understanding of the topic you are reading.

Some argue that young children should relax and play at home. After all, they have spent long hours at school. However, homework researchers recommend that first graders should do ten minutes of homework, the second grader twenty minutes, and so on. This will make them have enough time to play and relax after their assignments are done.

Conclusively, to employ the potential power of homework, particularly to the disadvantaged students, firstly, kids need to be taught something substantive about the world from a tender age. Also, teachers need to be educated on what kind of assignments would work.