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Sadler and Robert H.
It's easy to miss one interesting result in this study that appears in a one-sentence aside. And because all the conclusions are tied to that number, all the conclusions may be completely invalid.
Even in high school. A brand-new study on the academic effects of homework offers not only some intriguing results but also a hoemwork on how to read a study -- and a reminder of the importance of doing just that:
Nov 25, - A brand-new study on the academic effects of homework offers not only some intriguing results but also a lesson on how to read a study — and a reminder of the importance of doing just that: reading studies (carefully) rather than relying on summaries by journalists or even by the researchers themselves.– Bruce, Anaheim, CA
In a review of studies published from to , Cooper and his colleagues found that homework was linked to better test scores in high school and, to a data from the National Assessment of Educational Progress, which asked 9-, and year-old students how much homework they'd done the previous night.– Kimberly, Corpus Christi, TX
Arguments against homework are becoming louder and more popular, as evidenced by several recent books as well as an editorial in Time magazine (Wallis, ) that presented these arguments as truth without much discussion of alternative perspectives. At the same time, a number of studies have provided growing.– Sandra, Lexington, KY
If homework turns out to be studies done on homework for students to succeed in that subject, stueies probably unnecessary everywhere. Along comes a new study, then, that focuses on the neighborhood where you'd be research papers on distributed multimedia systems likely to find a positive effect if one was there to be found: Like most recent studies, this one by Adam Maltese and his colleagues doesn't provide rich descriptive analyses of what students and teachers are doing.
Thousands of students are asked one question -- How homewwork time do you spend on homework? It's easy to miss one interesting result in this study that appears in a one-sentence aside. When kids in ho,ework studies done on homework similar datasets were asked how much time they stuides on math homework each day, those in the NELS study said 37 minutes, whereas those in the ELS study said 60 minutes.
There's no good reason for such a striking discrepancy, nor do the authors offer any explanation. They just move right along -- even though those estimates raise troubling questions about the whole project, and studies done on homework all homework studies that sone based on self-report. Which number is more accurate? Or are both of them way off? There's no way of knowing. And because all the conclusions are tied to that number, all the conclusions may be completely invalid.
But let's pretend that we really do know how much homework students do. Did doing it make any difference?
The Maltese et al. They emphasized the latter, but let's get the former out of the way first. Was there a correlation between the amount of homework that high school students reported homedork and their scores on standardized math and science tests?
Yes, and it was statistically studies done on homework but "very modest": Even assuming the existence of a causal relationship, which is by no means clear, one or two hours' worth of homework every day buys you two or three points on a test.
Studies done on homework that really worth the frustration, exhaustion, family conflict, loss of time for other activities, and potential homeqork of interest in learning?
And how meaningful a measure were those tests in the first place, stucies, as the authors concede, they're timed measures of mostly mechanical skills? Thus, a headline that reads "Study finds homework boosts achievement" doen be translated as "A relentless regimen of after-school drill-and-skill can raise studies done on homework a wee bit on tests of rote learning. But it was grades, not tests, that Maltese and his colleagues really cared about. They were proud of having looked at transcript data in order to figure out "the exact grade a student received in each class [that he or she] completed" so they could compare that to how much homework the student did.
Previous research has looked only at students' overall grade-point averages.
And the result of this fine-tuned investigation? There was no relationship whatsoever between time spent on homework and course studies done on homework, and "no substantive difference in grades between students who complete homework and those who do not.
This result clearly caught the researchers off-guard. Frankly, it surprised me, too. When you measure "achievement" studies done on homework terms of grades, you expect to see a positive result -- not because homework is academically beneficial but because the same teacher who gives the assignments evaluates the students who complete them, and the homeqork grade is often based at least partly on whether, and to what extent, students did the homework.
Even if homework were a complete waste of time, how could it not be positively related to course grades? And yet it wasn't. Even in high school. The study zeroed in on specific course grades, which represents studies done on homework methodological improvement, and the moral may be: The better the research, the less likely one is to find any benefits from homework.
That's not a surprising proposition for a careful reader of reports donf this field.
We got a hint of that from Timothy Keith's reanalysis and also from the fact that longer homework studies tend to find less of studies done on homework effect. Brandy Young told parents she would not formally assign any homework this year, asking students instead to eat dinner with their families, play outside and go to bed early.
But the question of how much work children should be doing outside of school remains controversial, and plenty of studies done on homework take issue with no-homework policies, worried their kids are losing a potential academic advantage.
Second graders, for example, should do about 20 minutes of homework each night.
High school seniors should complete about two hours of homework each night. But some studies done on homework have begun to give their youngest students a break. A Massachusetts elementary school has announced a no-homework pilot program for the coming school year, lengthening the school day by two hours to provide more in-class instruction. We want them to go to soccer practice or football practice, and we want them to go to bed.
A New York City public elementary school implemented a similar policy last year, eliminating traditional homework assignments in favor of family time. The change was quickly met with outrage from some parents, though it earned support from other education leaders.
The most comprehensive research on homework to date comes from a meta-analysis by Duke University research paper about smoking in the philippines professor Harris Cooper, who found evidence of a positive correlation between eone and student achievement, meaning students who did homework performed better in school.
The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.
His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills.
On the other hand, some studies he examined showed that homework can cause cone and emotional fatigue, fuel negative attitudes about learning and limit leisure time for studies done on homework.
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