Students will know if homework is really benefiting them or not so be sure to make it worth their while or they will be less willing to complete assignments in the future. Let’s take a look at the different steps you can take when it comes to using homework appropriately.
Homework should be a review or further practice of something learned in class so ensure that whatever homework you have assigned can be completed by students independently and with ease. To do this, conduct several comprehension tests and practice activities in class so that students feel confident enough with the material to work on their own. . Indicate what pages of the textbook you are using so that students can find key information later on when you are not available to help them.
Think about the before giving it to students to make sure that it will actually benefit them. Also, try to use a variety of exercises rather than the same ones over and over again (see our article ‘ ’). When handing out homework, go over the directions in class to check that students understand what they are expected to do at home. Have students read the instructions aloud and ask them if they have any questions about the exercises. ork as students will not understand it and only become frustrated with the exercises as well as less open to discussing the topic in class. Sometimes you might want to give students the opportunity to think about a topic before you introduce it in class but in this case you should assign something very general for example tell students to try to think of three directions related words for the next class. This is not something you would collect so students do not have to give it a lot of thought or get stressed about it. In this case, you can spend some time at the beginning of the next class about directions. If some of your students find homework assignments too challenging, arrange a tutorial once or twice a week either before or after school so that students can get extra help.
Once students have completed homework, you have to check it. This can be done a number of ways and depends a lot on the type of activity you assigned. You should before asking students to present their work to the class. This will help them practice the right material rather than repeating mistakes. If the worksheet consists of or type questions, check answers as a class before collecting the sheets from your students. This may mean that students who did not complete the homework will fill in the answers as they come up in class but if you notice a student doing this, you can mark him down for not doing the work at home and should take some time to talk to the student individually.
Not all homework has to be graded but this encourages students to actually do the work. Be sure to collect all homework assignments even if all you do is ensure that they have been completed. Other activities, such as the writing exercise mentioned above, you may consider giving grades on. It is up to you how many points the exercise is worth. When grading subjective material try to which you can use to help you grade all the work the same way. Breaking down points into different categories such as spelling, content, and grammar will certainly help you with grading fairly.
When you return the homework assignments to your students give them another opportunity to ask questions about the material and . Students who consistently perform at a low level might need a second opportunity to complete the exercise once they have a better understanding of what you are looking for. This will give them the chance to earn more points towards a higher overall grade. In this situation, it is still better to be proactive and give these students special attention to begin with but a combination of both approaches may be the most successful.
By reserving larger reading and writing assignments for homework assignments, you can maximize your class time by conducting lots of and . Homework also gives you more material to so it is very helpful when used correctly.
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In 2015, one new york public elementary school made headlines when it decided to abolish homework, saying that it didn’t benefit the children. many parents were outraged and threatened to take their children out if the school didn’t resume assigning homework. however, since then, a growing number of additional elementary schools across the us are following the trend. who is correct, we examine three reasons why homework should be assigned to elementary school pupils and three reasons why it shouldn’t., three reasons why homework should not be assigned in elementary school.
It increases stress
Way before the coronavirus hit, elementary school kids were already more stressed-out than any generation before them. While there are numerous causes for such stress, the burden of homework plays a large part. More than a decade ago a 2007 study by Metlife already reported that 28% of students in grades 3-6 were “often” or “very often” stressed out by homework and, since then, stress among children has only grown . More recently, more recently, 65% of parents said that homework-related stress negatively impacted their families. Homework stress may affect students’ health by causing headaches and stomach problems. Some children experience sleep deprivation by staying up too late to finish their homework. This is harmful to both kids’ health and their learning abilities, as sleep has been shown to help with memory consolidation . Plus, since parents usually have to remind elementary school students to do their homework, it often turns into a source of even more stress, thanks to the arguments that inevitably arise between parent and child.
It prevents them from spending time on other things
Elementary school children don’t have a lot of time between coming home from school and going to sleep. Once they have to do homework, their time is even more restricted. Children today don’t get enough exercise or time outdoors, giving rise to the malady of “ nature deficit disorder,” which can take its toll on their mental and physical well-being. Homework also may prevent children from being able to spend more time bonding with their family, forming friendships, developing hobbies or just deal with boredom. The latter is important, as unstructured playtime is vital for child development in the elementary years.
It’s counter-productive
Elementary school students are just beginning their school careers. However, being burdened by homework , which stops them from doing fun activities, may make them feel negative emotions towards schoolwork. This negative attitude can then continue into the middle and high school years when homework becomes a more integral part of the education process. Many elementary students also feel that their homework is just “busy work” or that the teacher “has” to assign it, so they don’t take it seriously . Even worse is when homework is beyond a child’s ability and becomes work for the parents . This can lead to resentment in some parents who feel forced to complete their child’s projects – not to mention frustration on the part of the child, who feels he or she can’t do the homework without help.
It gives kids a chance to process what they’ve learned
Material is absorbed and remembered far better when it’s studied at spaced-out intervals , as per the Spaced Repetition learning theory. Students can process what they’re studying better when they return to it as homework after a few hours have passed, giving them a chance to learn at intervals. Homework also gives the child a chance to find out if they are confused by the topic so that they can seek assistance. Homework assignments also help the teacher to assess each individual child’s progress.
It teaches kids responsibility
When children reach high school, they’ll be expected to independently work on homework assignments, which are important for their final grades. Doing small amounts of homework from a young age therefore helps prepare students to meet their school responsibilities when they get older. It also instills self-discipline and trains them to meet deadlines in the real world when they’ll be expected to put in effort on their own. During coronavirus lockdowns, sheltering in place and remote learning, homework may have actually, ironically, provided kids with a reprieve from the boredom of quarantine .
It encourages parental involvement
Homework assignments give parents a window into what their child is studying. Parental involvement has been shown to be significant for scholastic success. Therefore, homework assignments serve as a positive and productive way to bring parents and children together. Homework gives them an opportunity to be supportive about what their kids are learning. Plus, even if parents aren’t directly involved in a particular homework assignment, sitting next to their child and doing their own “homework,” in the form of paying bills, working or planning the week’s meals, can also serve as a model of support and quality bonding for the child. It also shows that doing homework is an early start to meeting lifelong responsibilities.
The Bottom Line: Perhaps we need to be asking how to make homework in our children’s elementary school more effective , rather than discussing whether or not to eliminate it completely. Do you prefer that your kids spend time on homework after school?
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Subscribe to the brown center on education policy newsletter, brian a. jacob and brian a. jacob walter h. annenberg professor of education policy; professor of economics, and professor of education - university of michigan, former brookings expert cristina stanojevich cs cristina stanojevich doctoral student - michigan state university.
August 26, 2024
In March 2020, virtually all public school districts in the U.S. shut their doors. For the next 18 months, schooling looked like it never had before. Homes became makeshift classrooms; parents became de facto teachers. But by fall 2022, many aspects of K-12 education had returned to “normal.” Schools resumed in-person classes, extracurricular activities flourished, and mask mandates faded.
But did schools really return to what they were before the COVID-19 pandemic? Our research suggests not. We interviewed teachers, school leaders, and district administrators across 12 districts in two states, and then we surveyed a nationally representative set of veteran educators in May 2023. We found that the COVID-19 pandemic transformed K-12 education in fundamental ways.
Below, we describe how the pandemic reshaped the educational landscape in these ways and we consider the opportunities and challenges these changes present for students, educators, and policymakers.
One of the most immediate and visible changes brought about by the pandemic was the rapid integration of technology into the classroom. Before COVID-19, many schools were easing into the digital age. The switch to remote learning in March 2020 forced schools to fully embrace Learning Management Systems (LMS), Zoom, and educational software almost overnight.
When students returned to in-person classrooms, the reliance on these digital tools persisted. Over 70% of teachers in our survey report that students are now assigned their own personal device (over 80% for secondary schools). LMS platforms like Google Classroom and Schoology remain essential in many schools. An assistant superintendent of a middle-income district remarked, “Google Classroom has become a mainstay for many teachers, especially middle school [and] high school.”
The platforms serve as hubs for posting assignments, accessing educational content, and enabling communication between teachers, students, and parents. They have become popular among parents as well. One teacher, who has school-age children herself, noted :
“Whereas pre-COVID…you’re hoping and praying your kids bring home information…[now] I can go on Google classroom and be like, ‘Oh, it says you worked on Mesopotamia today. What was that lesson about?’”
The pandemic’s impact on student learning was profound. Reading and math scores dropped precipitously, and the gap widened between more and less advantaged students. Many schools responded by adjusting their schedules or adopting new programs. Several mentioned adopting “What I need” (WIN) or “Power” blocks to accommodate diverse learning needs. During these blocks, teachers provide individualized support to students while others work on independent practice or extension activities.
Teachers report placing greater emphasis on small-group instruction and personalized learning. They spend less time on whole-class lecture and rely more on educational software (e.g., Lexia for reading and Zearn for math) to tailor instruction to individual student needs. A third-grade teacher in a low-income district explained:
“The kids are in so many different places, Lexia is very prescriptive and diagnostic, so it will give the kids specifically what level and what skills they need. [I] have a student who’s working on Greek and Latin roots, and then I have another kid who’s working on short vowel sounds. [It’s] much easier for them to get it through Lexia than me trying to get, you know, 18 different reading lessons.”
Teachers aren’t just using technology to personalize instruction. Having spent months gaining expertise with educational software, more teachers find it natural to integrate those programs into their classrooms today. Those teachers who used ed tech before report doing so even more now. They describe using software like Flowcabulary and Prodigy to make learning more engaging, and games such as Kahoot to give students practice with various skills. Products like Nearpod let them create presentations that integrate instruction with formative assessment. Other products, like Edpuzzle, help teachers monitor student progress.
Some teachers discovered how to use digital tools to save time and improve their communications to students. One elementary teacher, for example, explains even when her students complete an assignment by hand, she has them take a picture of it and upload it to her LMS:
“I can sort them, and I can comment on them really fast. So it’s made feedback better. [I have] essentially a portfolio of all their math, rather than like a hard copy that they could lose…We can give verbal feedback. I could just hit the mic and say, ‘Hey, double check number 6, your fraction is in fifths, it needs to be in tenths.’”
The pandemic also revealed and exacerbated the social-emotional challenges that students face. In our survey, nearly 40% of teachers report many more students struggling with depression and anxiety than before the COVID-19 pandemic; over 80% report having at least a few more students struggling.
These student challenges have changed teachers’ work. When comparing how they spend class time now versus before the pandemic, most teachers report spending more time on activities relating to students’ social-emotional well-being (73%), more time addressing behavioral issues (70%), and more time getting students caught up and reviewing routines and procedures (60%).
In response, schools have invested in social-emotional learning (SEL) programs and hired additional counselors and social workers. Some districts turned to online platforms such as Class Catalyst and CloseGap that allow students to anonymously report their emotional state on a daily basis, which helps school staff track students’ mental health.
Teachers also have been adapting their expectations of students. Many report assigning less homework and providing students more flexibility to turn in assignments late and retake exams.
The pandemic also radically reshaped parent-teacher communications. Mirroring trends across society, videoconferencing has become a go-to option. Schools use videoconferencing for regular parent-teacher conferences, along with meetings to discuss special education placements and disciplinary incidents. In our national survey, roughly one-half of teachers indicate that they conduct a substantial fraction of parent-teacher conferences online; nearly a quarter of teachers report that most of their interactions with parents are virtual.
In our interviews, teachers and parents gushed about the convenience afforded by videoconferencing, and some administrators believe it has increased overall parent participation. (One administrator observed, “Our attendance rates [at parent-teacher conferences] and interaction with parents went through the roof.”)
An administrator from a low-income district shared the benefits of virtual Individualized Education Plan (IEP) meetings:
“It’s rare that we have a face-to-face meeting…everything is Docusigned now. Parents love it because I can have a parent that’s working—a single mom that’s working full time—that can step out during her lunch break…[and] still interact with everybody.”
During the pandemic, many districts purchased a technology called Remind that allows teachers to use their personal smartphones to text with parents while blocking their actual phone number. We heard that teachers continue to text with parents, citing the benefits for quick check-ins or questions. Remind and many LMS also have translation capabilities that makes it easier for teachers and parents to overcome language barriers.
The changes described above have the potential to improve student learning and increase educational equity. They also carry risks. On the one hand, the growing use of digital tools to differentiate instruction may close achievement gaps, and the ubiquity of video conferencing could allow working parents to better engage with school staff. On the other hand, the overreliance on digital tools could harm students’ fine motor skills (one teacher remarked, “[T]heir handwriting sucks compared to how it used to be”) and undermine student engagement. Some new research suggests that relying on digital platforms might impede learning relative to the old-fashioned “paper and pencil” approach. And regarding virtual conferences, the superintendent of a small, rural district told us, “There’s a disconnect when we do that…No, I want the parents back in our buildings, I want people back. We’re [the school] a community center.”
Of course, some of the changes we observed may not persist. For example, fewer teachers may rely on digital tools to tailor instruction once the “COVID cohorts” have aged out of the system. As the emotional scars of the pandemic fade, schools may choose to devote fewer resources to SEL programming. It’s important to note, too, that many of the changes we found come from the adoption of new technology, and the technology available to educators will continue to evolve (e.g., with the integration of new AI technologies into personalized tutoring systems). That being said, now that educators have access to more instructional technology and—perhaps more importantly—greater familiarity with using such tools, they might continue to rely on them.
The changes brought about by the COVID-19 pandemic provide a unique opportunity to rethink and improve the structure of K-12 education. While the integration of technology and the focus on social-emotional learning offer promising avenues for enhancing student outcomes, they also require continuous evaluation. Indeed, these changes raise some questions beyond simple cost-benefit calculations. For example, the heightened role of ed tech raises questions about the proper role of the private sector in public education. As teachers increasingly “outsource” the job of instruction to software products, what might be lost?
Educational leaders and policymakers must ensure that these pandemic-inspired changes positively impact learning and address the evolving needs of students and teachers. As we navigate this new educational landscape, the lessons learned from this unprecedented time can serve as a guide for building a more resilient, equitable, and effective educational system for the future.
Beyond technological changes, COVID-19 shifted perspectives about K-12 schooling. A middle-school principal described a new mentality among teachers in her district, “I think we have all become more readily able to adapt…we’ve all learned to assess what we have in front of us and make the adjustments we need to ensure that students are successful.” And a district administrator emphasized how the pandemic highlighted the vital role played by schools:
“…we saw that when students were not in school. From a micro and macro level, the environment that a school creates to support you growing up…we realized how needed this network is…both academically and socially, in growing our citizens up to be productive in the world. And we are happy to have everyone back.”
At the end of the day, this realization may be one of the pandemic’s most enduring legacies.
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The material for the semester is divided into 13 sets of topics, with one covered per week, and we have assigned written homework each week due every Thursday 06:00:00pm . 12 weekly quizzes . --> Assigned reading from the course notes, and homework problems from the course notes, are indicated for each set of topics in the concept matrix on the course home page. We recommend you study the assigned reading, including the examples, and then work out the homework problems. THREE of your written homeworks with the lowest grades will be dropped by the end of the semester. Dropped written homeworks would account for missed written homeworks from both excused and unexcused absences. Shortly before each midterm and before the final exam, you might also find it useful to work out problems from exams from previous semesters and to attend the review sessions.
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Student success and experience in a flipped, senior physical chemistry course spanning before and after the covid-19 pandemic.
A flipped classroom is typically one where some of the instruction occurs asynchronously prior to the scheduled synchronous meeting between students and the instructor. Since 2000, they have gained substantial popularity especially in STEM fields where they have been shown to have increased exam scores and reduce the number of students who fail. In the university setting, many of these studies have been performed in lower division courses. Very few studies have been conducted in senior physical chemistry courses resulting in very little data being collected on this instructional technique at this level. The purpose of this study is to assess student outcomes when flipped classroom techniques are implemented in a senior physical chemistry course. In our flipped classroom, students were expected to watch lecture videos and complete preparation exercises created by the authors prior to coming to class. Then in class, a just in time teaching model was employed prior to students working in groups to complete activities created by the authors. Seven quizzes were performed individually and in groups while three midterms and a cumulative final exam were performed individually. Grade, student opinion questionnaires and survey data collected over seven semesters from Fall 2017 to Spring 2022 will be presented. Our findings indicate that there was only one semester out of seven where the average GPA of the students was significantly higher than the control class which was taught in a traditional lecture style. According to student surveys, the students focused on the importance of the preparation questions and dismissed the importance of completing activity/homework problems given that preparation activities were assigned credit while homework was not. Given that the in-class activities/homework questions resembled the material in assessments like quizzes, midterms and final exams, while preparation questions were scaffolded formative problems meant to introduce students to the concepts to be studied during the synchronous lecture, an important link between course concepts and material on summative assessments was not made. Future changes to address this issue will be discussed as well as how COVID-19 affected students during the pandemic as well as flipped classroom instruction.
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T. M. Gomez, C. Luciano, T. Nguyen, S. M. Villafane and M. N. Groves, Chem. Educ. Res. Pract. , 2024, Accepted Manuscript , DOI: 10.1039/D4RP00074A
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In a facebook post, the parent, olivia gray, posted her daughter nettie gray's world history assignment and described it as "some crazy shit"..
The assignment was titled "How did the world start?" (Representative pic)
A homework assignment given to high school students in the US has ignited uproar online after a concerned parent shared a photo of the questions a teacher wanted the child to answer, including "Is God read?" In a Facebook post, the parent, Olivia Gray, posted her daughter Nettie Gray's world history assignment and described it as "some crazy shit". The assignment - titled "How did the world start?" - ended with two questions that raised concerns: "Is God real?" and "Is Satan real?"
"This is a real assignment for a high school class on Oklahoma. This is one of Nettie's assignments for World History class. It's being called a research paper. This is some crazy shit overall and also on a technical level. Literally the kid had been in school ONE WEEK," Ms Gray wrote while sharing the picture of the assignment.
Take a look below:
Ms Gray shared the post a few days back. Since then, it has accumulated more than 375 likes and nearly 500 shares. Many reacted to the assignment in the comments section.
"I could understand questions on world religions in World History class that may include Christianity as well as other religions but this is just plain weird and wrong. How would this even be graded fairly?" wrote one user.
"This is insane. What sources is she supposed to use? I'm a teacher--and a challenging one. I have no trouble with a high school student (or even an upper middle school student) starting a research paper week one. But this assignment is absolutely wack. I never thought I'd say this, but she'd be better off at Catholic School!" said another.
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"I'm stunned and horrified they are even being allowed to push or preach their own personal religion/religious bias like that onto students in a public school in the United States," commented a third user. "This is horrifying in soooo many ways...This teacher needs to be sent back to teaching Bible study and kept the hell away from public schools," added a fourth user.
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Meanwhile, according to People , the school district has addressed the situation. In a statement, it said, "Skiatook Public Schools became aware of the World History assignment in question through a social media post. Once administration reviewed the assignment, it was determined that the presentation of the material was not conducive to our instructional plan."
"Administration and staff will continue to collaborate on best practices to meet the Oklahoma Academic Standards," the statement added.
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On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn't have homework. A majority of studies on homework's impact - 64% in one meta-study and 72% in another - showed that take home assignments were effective at improving academic achievement.
Students in classes that were assigned homework outperformed 69% of students who didn't have homework on both standardized tests and grades. A majority of studies on homework's impact - 64% in one meta-study and 72% in another - showed that take-home assignments were effective at improving academic achievement.
Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary. "Every child should be doing homework, but the ...
Homework has its pros and cons, especially for college students. It can enhance critical thinking, time management, and learning, but it also brings stress, impacts mental health, and can become overwhelming. Finding the right balance is key. Focus on quality assignments, maintain flexibility, and make sure your homework complements rather than ...
The National PTA and the National Education Association support the " 10-minute homework guideline "—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students' needs, not the amount of time spent on it.
They have argued that homework should be assigned only at the high school level where data point to a strong connection of doing assignments with higher student achievement. However, as we discussed, some students stop doing homework. ... This leads, statistically, to results showing that doing homework or spending more minutes on homework is ...
The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. ... any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and ...
The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students.
Use homework as a tool for communication. Use homework as a vehicle to foster family-school communication. Families can use homework as an opportunity to open conversations about specific assignments or classes, peer relationships, or even sleep quality that may be impacting student success. For younger students, using a daily or weekly home ...
Less commonly, homework is assigned to extend student learning to different contexts or to integrate learning by applying multiple skills around a project. Little research exists on the effects of these different kinds of homework on student achievement, leaving policymakers with little evidence on which to base decisions (Cooper 1989; Foyle ...
In a recent study of Spanish students, Rubén Fernández-Alonso, PhD, and colleagues found that students who were regularly assigned math and science homework scored higher on standardized tests. But when kids reported having more than 90 to 100 minutes of homework per day, scores declined (Journal of Educational Psychology, 2015).
To be effective, homework has to meet students' needs. For example, some middle school teachers have found success with online math homework that's adapted to each student's level of understanding. But when middle school students were assigned more than an hour and a half of homework, their math and science test scores went down.
The no-homework policy of a second-grade teacher in Texas went viral last week, earning praise from parents across the country who lament the heavy workload often assigned to young students ...
Play and pleasure reading topped the list of responses to the question: What summer homework should students be assigned? Teachers (of both young and older students) were more likely than the ...
Pro 1: Homework Helps to Improve Student Achievement. Homework teaches students various beneficial skills that they will carry with them throughout their academic and professional life, from time management and organization to self-motivation and autonomous learning. Homework helps students of all ages build critical study abilities that help ...
Homework—when assigned in appropriate amounts and with the right goals in mind—is an indispensable tool for educators. But students should never be put in the position of having to choose ...
Homework tends to be the place where the most rote, dull, and uninspired kinds of schooling tasks flourish: memorizing, repetition, reproduction. These contribute to what Ira Shor, notable educational philosopher and collaborator of Paulo Freire, called the great "endullment"—the "dulling of students' minds as a result of their ...
A person doing geometry homework Children doing homework on the street, Tel Aviv, 1954. Homework is a set of tasks assigned to students by their teachers to be completed at home.Common homework assignments may include required reading, a writing or typing project, mathematical exercises to be completed, information to be reviewed before a test, or other skills to be practiced.
By Denise Pope. For students and educators participating in distance learning these days, it may be hard to distinguish homework assignments from any kind of school-assigned work that is done at ...
Students assigned high levels of homework begin to look for ways to reduce their time commitments. That means trying to find shortcuts to the process. It could mean a student decides to put in a 50% effort to have more energy to do something else later in the day. Many families with multiple children do their homework together just to save time.
5 Secrets Of Effective Homework Assignments. 1. Preparing for it. Homework should be a review or further practice of something learned in class so ensure that whatever homework you have assigned can be completed by students independently and with ease. To do this, conduct several comprehension tests and practice activities in class so that ...
Three reasons why homework should be assigned in elementary school . It gives kids a chance to process what they've learned Material is absorbed and remembered far better when it's studied at spaced-out intervals, as per the Spaced Repetition learning theory.. Students can process what they're studying better when they return to it as homework after a few hours have passed, giving them a ...
In 16 studies, students in classes with assigned homework outperformed their peers in classes without assigned homework. However, across these 16 studies, the effects of homework on achievement were greatest for high school students, followed by middle school students. For elementary school students, homework had no effects on their achievement.
Over 70% of teachers in our survey report that students are now assigned their own personal device (over 80% for secondary schools). ... Many report assigning less homework and providing students ...
Assigned reading and homework problems . The material for the semester is divided into 13 sets of topics, with one covered per week, and we have assigned written homework each week due every Thursday 06:00:00pm. ... We allow and encourage students to discuss the homework. However, students should write the solutions on their own and should not ...
Given that the in-class activities/homework questions resembled the material in assessments like quizzes, midterms and final exams, while preparation questions were scaffolded formative problems meant to introduce students to the concepts to be studied during the synchronous lecture, an important link between course concepts and material on ...
A homework assignment given to high school students in the US has ignited uproar online after a concerned parent shared a photo of the questions a teacher wanted the child to answer, including "Is ...
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Labs (Online Homework) One session each week will meet in the Scientific Computing Lab in Posvar Hall (WWPH 1200A). In the lab, you will work individually on problem-solving skills, using computer-generated problem sets assigned within the LON-CAPA online homework system. Your TA will be available to help if you get
2. Students will presentation and description of data. (Ch 1 & Ch 2) 3. Students will summarize data using measures of central tendency and variation. (Ch 2) 4. Students will present the concepts of probability. (Ch 3) 5. Students will calculate probabilities using the standard normal distribution and relate them to areas under the curve. (Ch 3) 6.