importance of assignment homework

Does Homework Really Help Students Learn?

A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher

“Quality homework is engaging and relevant to kids’ lives,” says Wheelock’s Janine Bempechat. “It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.” Photo by iStock/Glenn Cook Photography

Do your homework.

If only it were that simple.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

“Homework is complicated,” says developmental psychologist Janine Bempechat, a Wheelock College of Education & Human Development clinical professor. The author of the essay “ The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help ” in the winter 2019 issue of Education Next , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.

BU Today  sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.

BU Today: Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. You’ve said that they’re missing the point.

Bempechat : I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills. That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success. If we greatly reduce or eliminate homework in elementary school, we deprive kids and parents of opportunities to instill these important learning habits and skills.

We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.

That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success.

You talk about the importance of quality homework. What is that?

Quality homework is engaging and relevant to kids’ lives. It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.

What are your concerns about homework and low-income children?

The argument that some people make—that homework “punishes the poor” because lower-income parents may not be as well-equipped as affluent parents to help their children with homework—is very troubling to me. There are no parents who don’t care about their children’s learning. Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Isn’t the discussion about getting rid of homework happening mostly in affluent communities?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

Teachers may not have as high expectations for lower-income children. Schools should bear responsibility for providing supports for kids to be able to get their homework done—after-school clubs, community support, peer group support. It does kids a disservice when our expectations are lower for them.

The conversation around homework is to some extent a social class and social justice issue. If we eliminate homework for all children because affluent children have too much, we’re really doing a disservice to low-income children. They need the challenge, and every student can rise to the challenge with enough supports in place.

What did you learn by studying how education schools are preparing future teachers to handle homework?

My colleague, Margarita Jimenez-Silva, at the University of California, Davis, School of Education, and I interviewed faculty members at education schools, as well as supervising teachers, to find out how students are being prepared. And it seemed that they weren’t. There didn’t seem to be any readings on the research, or conversations on what high-quality homework is and how to design it.

Erin, what kind of training did you get in handling homework?

Bruce : I had phenomenal professors at Wheelock, but homework just didn’t come up. I did lots of student teaching. I’ve been in classrooms where the teachers didn’t assign any homework, and I’ve been in rooms where they assigned hours of homework a night. But I never even considered homework as something that was my decision. I just thought it was something I’d pull out of a book and it’d be done.

I started giving homework on the first night of school this year. My first assignment was to go home and draw a picture of the room where you do your homework. I want to know if it’s at a table and if there are chairs around it and if mom’s cooking dinner while you’re doing homework.

The second night I asked them to talk to a grown-up about how are you going to be able to get your homework done during the week. The kids really enjoyed it. There’s a running joke that I’m teaching life skills.

Friday nights, I read all my kids’ responses to me on their homework from the week and it’s wonderful. They pour their hearts out. It’s like we’re having a conversation on my couch Friday night.

It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Bempechat : I can’t imagine that most new teachers would have the intuition Erin had in designing homework the way she did.

Ardizzone : Conversations with kids about homework, feeling you’re being listened to—that’s such a big part of wanting to do homework….I grew up in Westchester County. It was a pretty demanding school district. My junior year English teacher—I loved her—she would give us feedback, have meetings with all of us. She’d say, “If you have any questions, if you have anything you want to talk about, you can talk to me, here are my office hours.” It felt like she actually cared.

Bempechat : It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Ardizzone : But can’t it lead to parents being overbearing and too involved in their children’s lives as students?

Bempechat : There’s good help and there’s bad help. The bad help is what you’re describing—when parents hover inappropriately, when they micromanage, when they see their children confused and struggling and tell them what to do.

Good help is when parents recognize there’s a struggle going on and instead ask informative questions: “Where do you think you went wrong?” They give hints, or pointers, rather than saying, “You missed this,” or “You didn’t read that.”

Bruce : I hope something comes of this. I hope BU or Wheelock can think of some way to make this a more pressing issue. As a first-year teacher, it was not something I even thought about on the first day of school—until a kid raised his hand and said, “Do we have homework?” It would have been wonderful if I’d had a plan from day one.

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Senior Contributing Editor

Sara Rimer A journalist for more than three decades, Sara Rimer worked at the Miami Herald , Washington Post and, for 26 years, the New York Times , where she was the New England bureau chief, and a national reporter covering education, aging, immigration, and other social justice issues. Her stories on the death penalty’s inequities were nominated for a Pulitzer Prize and cited in the U.S. Supreme Court’s decision outlawing the execution of people with intellectual disabilities. Her journalism honors include Columbia University’s Meyer Berger award for in-depth human interest reporting. She holds a BA degree in American Studies from the University of Michigan. Profile

She can be reached at [email protected] .

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There are 81 comments on Does Homework Really Help Students Learn?

Insightful! The values about homework in elementary schools are well aligned with my intuition as a parent.

when i finish my work i do my homework and i sometimes forget what to do because i did not get enough sleep

same omg it does not help me it is stressful and if I have it in more than one class I hate it.

Same I think my parent wants to help me but, she doesn’t care if I get bad grades so I just try my best and my grades are great.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

The answer to the headline question is a no-brainer – a more pressing problem is why there is a difference in how students from different cultures succeed. Perfect example is the student population at BU – why is there a majority population of Asian students and only about 3% black students at BU? In fact at some universities there are law suits by Asians to stop discrimination and quotas against admitting Asian students because the real truth is that as a group they are demonstrating better qualifications for admittance, while at the same time there are quotas and reduced requirements for black students to boost their portion of the student population because as a group they do more poorly in meeting admissions standards – and it is not about the Benjamins. The real problem is that in our PC society no one has the gazuntas to explore this issue as it may reveal that all people are not created equal after all. Or is it just environmental cultural differences??????

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

This is not at all what the article is talking about.

This literally has nothing to do with the article brought up. You should really take your opinions somewhere else before you speak about something that doesn’t make sense.

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

What does that have to do with homework, that is not what the article talks about AT ALL.

Yes, I think homework plays an important role in the development of student life. Through homework, students have to face challenges on a daily basis and they try to solve them quickly.I am an intense online tutor at 24x7homeworkhelp and I give homework to my students at that level in which they handle it easily.

More than two-thirds of students said they used alcohol and drugs, primarily marijuana, to cope with stress.

You know what’s funny? I got this assignment to write an argument for homework about homework and this article was really helpful and understandable, and I also agree with this article’s point of view.

I also got the same task as you! I was looking for some good resources and I found this! I really found this article useful and easy to understand, just like you! ^^

i think that homework is the best thing that a child can have on the school because it help them with their thinking and memory.

I am a child myself and i think homework is a terrific pass time because i can’t play video games during the week. It also helps me set goals.

Homework is not harmful ,but it will if there is too much

I feel like, from a minors point of view that we shouldn’t get homework. Not only is the homework stressful, but it takes us away from relaxing and being social. For example, me and my friends was supposed to hang at the mall last week but we had to postpone it since we all had some sort of work to do. Our minds shouldn’t be focused on finishing an assignment that in realty, doesn’t matter. I completely understand that we should have homework. I have to write a paper on the unimportance of homework so thanks.

homework isn’t that bad

Are you a student? if not then i don’t really think you know how much and how severe todays homework really is

i am a student and i do not enjoy homework because i practice my sport 4 out of the five days we have school for 4 hours and that’s not even counting the commute time or the fact i still have to shower and eat dinner when i get home. its draining!

i totally agree with you. these people are such boomers

why just why

they do make a really good point, i think that there should be a limit though. hours and hours of homework can be really stressful, and the extra work isn’t making a difference to our learning, but i do believe homework should be optional and extra credit. that would make it for students to not have the leaning stress of a assignment and if you have a low grade you you can catch up.

Studies show that homework improves student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicates that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” 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. Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school.

So how are your measuring student achievement? That’s the real question. The argument that doing homework is simply a tool for teaching responsibility isn’t enough for me. We can teach responsibility in a number of ways. Also the poor argument that parents don’t need to help with homework, and that students can do it on their own, is wishful thinking at best. It completely ignores neurodiverse students. Students in poverty aren’t magically going to find a space to do homework, a friend’s or siblings to help them do it, and snacks to eat. I feel like the author of this piece has never set foot in a classroom of students.

THIS. This article is pathetic coming from a university. So intellectually dishonest, refusing to address the havoc of capitalism and poverty plays on academic success in life. How can they in one sentence use poor kids in an argument and never once address that poor children have access to damn near 0 of the resources affluent kids have? Draw me a picture and let’s talk about feelings lmao what a joke is that gonna put food in their belly so they can have the calories to burn in order to use their brain to study? What about quiet their 7 other siblings that they share a single bedroom with for hours? Is it gonna force the single mom to magically be at home and at work at the same time to cook food while you study and be there to throw an encouraging word?

Also the “parents don’t need to be a parent and be able to guide their kid at all academically they just need to exist in the next room” is wild. Its one thing if a parent straight up is not equipped but to say kids can just figured it out is…. wow coming from an educator What’s next the teacher doesn’t need to teach cause the kid can just follow the packet and figure it out?

Well then get a tutor right? Oh wait you are poor only affluent kids can afford a tutor for their hours of homework a day were they on average have none of the worries a poor child does. Does this address that poor children are more likely to also suffer abuse and mental illness? Like mentioned what about kids that can’t learn or comprehend the forced standardized way? Just let em fail? These children regularly are not in “special education”(some of those are a joke in their own and full of neglect and abuse) programs cause most aren’t even acknowledged as having disabilities or disorders.

But yes all and all those pesky poor kids just aren’t being worked hard enough lol pretty sure poor children’s existence just in childhood is more work, stress, and responsibility alone than an affluent child’s entire life cycle. Love they never once talked about the quality of education in the classroom being so bad between the poor and affluent it can qualify as segregation, just basically blamed poor people for being lazy, good job capitalism for failing us once again!

why the hell?

you should feel bad for saying this, this article can be helpful for people who has to write a essay about it

This is more of a political rant than it is about homework

I know a teacher who has told his students their homework is to find something they are interested in, pursue it and then come share what they learn. The student responses are quite compelling. One girl taught herself German so she could talk to her grandfather. One boy did a research project on Nelson Mandela because the teacher had mentioned him in class. Another boy, a both on the autism spectrum, fixed his family’s computer. The list goes on. This is fourth grade. I think students are highly motivated to learn, when we step aside and encourage them.

The whole point of homework is to give the students a chance to use the material that they have been presented with in class. If they never have the opportunity to use that information, and discover that it is actually useful, it will be in one ear and out the other. As a science teacher, it is critical that the students are challenged to use the material they have been presented with, which gives them the opportunity to actually think about it rather than regurgitate “facts”. Well designed homework forces the student to think conceptually, as opposed to regurgitation, which is never a pretty sight

Wonderful discussion. and yes, homework helps in learning and building skills in students.

not true it just causes kids to stress

Homework can be both beneficial and unuseful, if you will. There are students who are gifted in all subjects in school and ones with disabilities. Why should the students who are gifted get the lucky break, whereas the people who have disabilities suffer? The people who were born with this “gift” go through school with ease whereas people with disabilities struggle with the work given to them. I speak from experience because I am one of those students: the ones with disabilities. Homework doesn’t benefit “us”, it only tears us down and put us in an abyss of confusion and stress and hopelessness because we can’t learn as fast as others. Or we can’t handle the amount of work given whereas the gifted students go through it with ease. It just brings us down and makes us feel lost; because no mater what, it feels like we are destined to fail. It feels like we weren’t “cut out” for success.

homework does help

here is the thing though, if a child is shoved in the face with a whole ton of homework that isn’t really even considered homework it is assignments, it’s not helpful. the teacher should make homework more of a fun learning experience rather than something that is dreaded

This article was wonderful, I am going to ask my teachers about extra, or at all giving homework.

I agree. Especially when you have homework before an exam. Which is distasteful as you’ll need that time to study. It doesn’t make any sense, nor does us doing homework really matters as It’s just facts thrown at us.

Homework is too severe and is just too much for students, schools need to decrease the amount of homework. When teachers assign homework they forget that the students have other classes that give them the same amount of homework each day. Students need to work on social skills and life skills.

I disagree.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Homework is helpful because homework helps us by teaching us how to learn a specific topic.

As a student myself, I can say that I have almost never gotten the full 9 hours of recommended sleep time, because of homework. (Now I’m writing an essay on it in the middle of the night D=)

I am a 10 year old kid doing a report about “Is homework good or bad” for homework before i was going to do homework is bad but the sources from this site changed my mind!

Homeowkr is god for stusenrs

I agree with hunter because homework can be so stressful especially with this whole covid thing no one has time for homework and every one just wants to get back to there normal lives it is especially stressful when you go on a 2 week vaca 3 weeks into the new school year and and then less then a week after you come back from the vaca you are out for over a month because of covid and you have no way to get the assignment done and turned in

As great as homework is said to be in the is article, I feel like the viewpoint of the students was left out. Every where I go on the internet researching about this topic it almost always has interviews from teachers, professors, and the like. However isn’t that a little biased? Of course teachers are going to be for homework, they’re not the ones that have to stay up past midnight completing the homework from not just one class, but all of them. I just feel like this site is one-sided and you should include what the students of today think of spending four hours every night completing 6-8 classes worth of work.

Are we talking about homework or practice? Those are two very different things and can result in different outcomes.

Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home.

Practice; however, can be extremely beneficial, especially if there is some sort of feedback (not a grade but feedback). That feedback can come from the teacher, another student or even an automated grading program.

As a former band director, I assigned daily practice. I never once thought it would be appropriate for me to require the students to turn in a recording of their practice for me to grade. Instead, I had in-class assignments/assessments that were graded and directly related to the practice assigned.

I would really like to read articles on “homework” that truly distinguish between the two.

oof i feel bad good luck!

thank you guys for the artical because I have to finish an assingment. yes i did cite it but just thanks

thx for the article guys.

Homework is good

I think homework is helpful AND harmful. Sometimes u can’t get sleep bc of homework but it helps u practice for school too so idk.

I agree with this Article. And does anyone know when this was published. I would like to know.

It was published FEb 19, 2019.

Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college.

i think homework can help kids but at the same time not help kids

This article is so out of touch with majority of homes it would be laughable if it wasn’t so incredibly sad.

There is no value to homework all it does is add stress to already stressed homes. Parents or adults magically having the time or energy to shepherd kids through homework is dome sort of 1950’s fantasy.

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

Comments are closed.

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Neag School of Education

How to use homework to support student success.

• by: Sandra Chafouleas
• January 13, 2022
• Community Engagement

Editor’s Note: Board of Trustees Distinguished Professor Sandra Chafouleas shares insights on supporting students’ homework during the pandemic in the following piece, which originally appeared  in Psychology Today , where she publishes a blog.

COVID has brought many changes in education. What does it mean for homework?

School assignments that a student is expected to do outside of the regular school day—that’s homework. The general guideline is 10 minutes of nightly homework per grade level beginning after kindergarten. This amounts to just a few minutes for younger elementary students to up to 2 hours for high school students.

The guidance seems straightforward enough, so why is homework such a controversial topic? School disruptions, including extended periods of remote learning during the COVID-19 pandemic, have magnified the controversies yet also have provided an opportunity to rethink the purpose and value of homework.

Debates about the value of homework center around two primary issues: amount and inequity.

First, the amount of assigned homework may be much more than the recommended guidelines. Families report their children are stressed out over the time spent doing homework. Too much homework can challenge well-being given the restricted time available for sleep, exercise, and social connection. In a 2015 study , for example, parents reported their early elementary children received almost three times the recommended guidelines. In high school, researchers found an average of three hours of homework per night for students living in economically privileged communities.

“ Debates about the value of homework center around two primary issues: amount and inequity.”

Second, homework can perpetuate inequities. Students attending school in less economically privileged communities may receive little to no homework, or have difficulty completing it due to limited access to needed technology. This can translate into fewer opportunities to learn and may contribute to gaps in achievement.

There isn’t a ton of research on the effects of homework, and available studies certainly do not provide a simple answer. For example, a 2006 synthesis of studies suggested a positive influence between homework completion and academic achievement for middle and high school students. Supporters also point out that homework offers additional opportunities to engage in learning and that it can foster independent learning habits such as planning and a sense of responsibility. A more recent study involving 13-year-old students in Spain found higher test scores for those who were regularly assigned homework in math and science, with an optimal time around one hour—which is roughly aligned with recommendations. However, the researchers noted that ability to independently do the work, student effort, and prior achievement were more important contributors than time spent.

Opponents of homework maintain that the academic benefit does not outweigh the toll on well-being. Researchers have observed student stress, physical health problems, and lack of life balance, especially when the time spent goes over the recommended guidelines. In a survey of adolescents , over half reported the amount and type of homework they received to be a primary source of stress in their lives. In addition, vast differences exist in access and availability of supports, such as internet connection, adult assistance, or even a place to call home, as 1.5 million children experience homelessness in the United States

The COVID-19 pandemic has re-energized discussion about homework practices, with the goal to advance recommendations about how, when, and with whom it can be best used. Here’s a summary of key strategies:

Strategies for Educators

Make sure the tasks are meaningful and matched..

First, the motto “ quality over quantity ” can guide decisions about homework. Homework is not busy-work, and instead should get students excited about learning. Emphasize activities that facilitate choice and interest to extend learning, like choose your own reading adventure or math games. Second, each student should be able to complete homework independently with success. Think about Goldilocks: To be effective, assignments should be just right for each learner. One example of how do this efficiently is through online learning platforms that can efficiently adjust to skill level and can be completed in a reasonable amount of time.

Ensure access to resources for task completion.

One step toward equity is to ensure access to necessary resources such as time, space, and materials. Teach students about preparing for homework success, allocating classroom time to model and practice good study habits such as setting up their physical environment, time management, and chunking tasks. Engage in conversations with students and families to problem-solve challenges When needed, connect students with homework supports available through after-school clubs, other community supports, or even within a dedicated block during the school day.

Be open to revisiting homework policies and practices.

The days of penalizing students for not completing homework should be long gone. Homework is a tool for practicing content and learning self-management. With that in mind, provide opportunities for students to communicate needs, and respond by revising assignments or allowing them to turn in on alternative dates. Engage in adult professional learning about high-quality homework , from value (Should I assign this task?) to evaluation (How should this be graded? Did that homework assignment result in expected outcomes?). Monitor how things are going by looking at completion rates and by asking students for their feedback. Be willing to adapt the homework schedule or expectations based on what is learned.

Strategies for Families

Understand how to be a good helper..

When designed appropriately, students should be able to complete homework with independence. Limit homework wars by working to be a good helper. Hovering, micromanaging, or doing homework for them may be easiest in the moment but does not help build their independence. Be a good helper by asking guiding questions, providing hints, or checking for understanding. Focus your assistance on setting up structures for homework success, like space and time.

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-school notebook or planner can be one way to share information. For older students, help them practice communicating their needs and provide support as needed.

Make sure to balance wellness.

Like adults, children need a healthy work-life balance. Positive social connection and engagement in pleasurable activities are important core principles to foster well-being . Monitor the load of homework and other structured activities to make sure there is time in the daily routine for play. Play can mean different things to different children: getting outside, reading for pleasure, and yes, even gaming. Just try to ensure that activities include a mix of health-focused activities such as physical movement or mindfulness downtime.

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Why is homework important?

Why Is Homework Important: Beyond Class and Embracing Learning

Homework is important for several reasons, as it plays a crucial role in enhancing students' learning and educational experience. Here are some key reasons why homework is valuable:

• Reinforces Learning : Homework helps reinforce what was taught in class, allowing students to practice and apply knowledge, ensuring a deeper understanding and retention of the material.
• Promotes Discipline and Time Management : Regular homework assignments teach students to manage their time effectively, develop self-discipline, and prioritize tasks, which are valuable skills beyond the classroom.
• Encourages Independence and Responsibility : Completing homework independently fosters self-reliance and personal responsibility for one's learning, preparing students for the self-directed learning required in higher education and the workplace.
• Provides Feedback : Homework offers teachers a way to assess students' understanding and progress, allowing them to identify areas where students may need extra help and adjust their teaching strategies accordingly.
• Enhances Critical Thinking and Problem Solving : Homework often involves tasks that require critical thinking and problem-solving, skills that are crucial for academic and life success.
• Engages Parents in Their Child's Education : Homework gives parents insight into what their children are learning in school and the opportunity to engage in their child's education, supporting learning at home.
• Prepares for Upcoming Classes : Homework can be used to introduce new material, preparing students for future lessons and enabling more effective use of classroom time.

Overall, homework is a critical tool in the educational process, supporting learning and personal development in numerous ways.

Ever wondered why teachers seem to love piling on homework? The real reasons why assignments have such an amazing impact on your future might surprise you.

In this article, we’re discovering how homework isn’t just busywork — it’s an essential player when it comes to skyrocketing your comprehension of class material, refining your ability to tackle problems, and establishing a sturdy foundation for academic success. 

By the time we’re done, you’re going to be seeing homework in a different light. So, let's find out why homework is important.

Benefits of Homework

Homework facilitates problem-solving skills, provides students with an additional chance to revisit classroom content, enables parents to understand school teachings, and instills a sense of responsibility in students regarding their education.

If you're asking yourself, "Why is homework good for me?" There are numerous reasons why it can be very beneficial in the long run. Challenging work allows us to grow, after all. Let's look at all its benefits.

Completing Homework Encourages Students To Keep Learning

For some students, learning is not just an obligation but can be enjoyed as well. The acceptance of life-long learning can be fostered by homework, and if the teacher manages to engage their students, they’ve set the stage for the students. Let’s take a look at why homework is important:  

• Improves memory and retention: It increases the potential for students to remember class material since they have to revisit it.
• Increases the potential for practical use of knowledge: By understanding the lesson’s materials in more depth, students might apply what they know with more ease.

Helps Develop Skills and Good Habits

Doing your homework can help you develop the necessary skills and habits needed to do challenging work and to keep progressing and ultimately growing as a person. This is why the importance of homework can't be overlooked. 

• Helps you learn time management: Since homework is usually done outside of school, students will learn how to manage their time and studying time, which will seep into their ability to manage their time in general.
• Helps students become more organized: Organizing what you’ve learned to produce well-thought responses that can also be applied practically will become crucial in your day-to-day life.
• Helps foster discipline and responsibility: If students want to become successful, not just in the eyes of society but for their personal achievements as well, they must be disciplined and have to take on responsibilities.

Connects School and Home

“Why is homework necessary?” you ask. For starters, it bridges school and home life. Parents are the vital link between schools and students becoming college and career-ready. 

And parent engagement is more powerful than any other form of involvement or support at school. It strengthens the vital educational triangle uniting parents, home, and school. 

Prepares High School Students for The Future

You can become more resilient and adaptable to challenges in your life. You’ll most likely feel more prepared when these challenges come. What’s more, you can become a better problem-solver and can improve your analytical and critical thinking skills in the long run. This is why homework is beneficial.

Helps Develop A Growth Mindset and Time Management Skills

If you're still wondering, "Why is homework important?" Then, you should know that it can help you foster a growth mentality. What does this mean? Instead of feeling victimized by challenges, failures, and other difficulties, you'll develop a mindset where you view these things as opportunities to grow. At the end of the day, these difficulties can be your best teachers.

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Homework: Tips and Tricks

Now that we've taken a look at all the reasons why homework is beneficial to your growth and life let's take a look at some tips you can apply to your homework sessions. If you're still having issues, you can always send a " do my homework " request on Studyfy to get expert help. ‍

To effectively tackle homework, consider these strategies: take regular breaks to refresh, collaborate with friends for support, create a conducive homework area, actively engage in homework discussions, minimize distractions, adhere to a homework timetable, form a study group, organize a dedicated study space, prepare all necessary materials in advance, listen to instrumental music to maintain focus, reward yourself for completing tasks, practice efficient time management, and leverage available resources for assistance.

1. Create A Study Space : Moving on from finding out why homework is good, the first tip to make homework sessions easier is to create a dedicated study space. By doing this, you can potentially trick your mind into focusing better in that said space.

2. Establish A Routine : Create a homework schedule and stick to it. By doing this, you're freeing up your time by prioritizing your responsibilities first. It might be hard at first, but it's work sticking by. Moreover, if you're curious, you can take a look at who invented homework and why , and you might get some inspiration from knowing this.

3. Prioritize The Difficult Tasks in Homework Assignments : Continuing why should students have homework and homework tips, another great tip is to tackle difficult homework first. This gives you enough time to complete them, ensuring you meet your deadlines. It also frees up your time and speeds up the process.

4. Make Use of Apps : Apps like Quizlet and Evernote can help streamline your sessions. You can note down reasons on, "How is homework beneficial?" to help you get motivated or simply note down important notes from class and more.

5. Break Tasks Up : For lengthier and more complex tasks, you can simply break them up into smaller and more doable portions. Need more reasons on why is homework good for students so you can learn how to motivate yourself to do homework even more? Keep reading, and you’ll know all there is to know about homework and how to finish it easier.

6. Get Help : How does homework help students when a task is too difficult? Difficulty motivates us to try harder. However, if you feel like you're stuck, don't be afraid to seek out help. You can ask teachers, friends, and your parents for extra guidance.

7. Employ Study Methods : Use study methods like summarizing, memory flashcards, and quizzing yourself. "Why is homework beneficial?" It helps you apply problem-solving skills effectively, just like these 3 methods.

8. Free Yourself From Distractions : One of the reasons why homework is good is it teaches you to focus and to cut off distractions. A habit that applies to anything in life. Free up your study space from all potential distractions, like phones, tablets, and TV.

9. Prioritize Health and Sleep : "Why is homework helpful?" For starters, if you prioritize your work, you are obligated to also take care of your health and get enough sleep. By doing so, you can focus and work better. Good habits produce more good habits.

10. Find Your Purpose : The last tip, but not the least important, is finding out your "Why." Find out why you want to work hard. Instead of summing it up to, "I want to get into a good school" or "I want to make a lot of money as an adult," find a deeper purpose as to why you should be diligent.

Maybe you're doing it for self-improvement, or maybe you want to change the world for the better. You can potentially get to know yourself better, and you realize this is why we should have homework.

Did you like our Homework Post?

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What are the reasons why students should have homework?

As we've already seen, homework helps foster better cognitive abilities, train discipline, and prepare students for what's coming.

If you're still struggling with your homework, you can get physics homework help and help for other subjects, too, on Studyfy. It's alright to have difficulties, if you try to improve, results will surely show up.     

How can parents help with homework?

Homework is important, therefore you should ask your parents for help and further motivation if needed. They can offer help when necessary and let you solve problems on your own to foster independence. They can create a space where learning is easy and there are no disturbances.

Can too much homework be counterproductive?

While the benefits of homework are plenty, too much homework can be counterproductive. If this is the case, you can directly talk to your teachers and negotiate with them. If you have tests you need to study for, it can help to have less homework.

Too much homework creates unnecessary stress, no matter how good your time management skills are. Yes, homework improve academic achievement, but excessive homework, especially for younger students, doesn't reinforce learning.

Do the study tips this article has mentioned help?

Yes, they do. It's become apparent that to memorize large amounts of information, it is better to break them down into parts. As for the rest of the advice, it will improve most students' learning efficiency. You should still try to find out which methods work best for you.                                                                          

If you need more guidance, you can get math homework help and help for other subjects as well on Studyfy. Gain insights and advice from an expert today.

The Value of Homework

Are teachers assigning too much homework.

Posted September 5, 2016 | Reviewed by Ekua Hagan

• Studies show that the benefits of homework peak at about one hour to 90 minutes, and then after that, test scores begin to decline.
• Research has found that high school teachers (grades 9-12) report assigning an average of 3.5 hours’ worth of homework a week.
• While homework is necessary, there needs to be balance as well as communication between teachers about the amount of homework being assigned.

The value of homework has been the subject of debate over the years. In regards to research, the jury is still out as to whether homework positively impacts a student's academic achievement.

In the past, I have written a couple of posts on homework and whether or not it is being used or abused by educators. I am always amazed at what some of my young readers share about sleepless nights, not participating in extracurricular events, and high levels of stress —all of which are attributed to large and daunting amounts of homework .

There have been studies that show that doing homework in moderation improves test performance. So we can’t rule out the value of homework if it’s conducive to learning. However, studies have also shown that the benefits of homework peak at about one hour to 90 minutes, and then after that, test scores begin to decline.

Now, while looking at data, it’s important to review the standard, endorsed by the National Education Association and the National Parent-Teacher Association , known as the "10-minute rule" — 10 minutes of homework per grade level per night. That would mean there would only be 10 minutes of homework in the first grade, and end with 120 minutes for senior year of high school (double what research shows beneficial). This leads to an important question: On average, how much homework do teachers assign?

Typical homework amounts

A Harris Poll from the University of Phoenix surveyed teachers about the hours of homework required of students and why they assign it. Pollsters received responses from approximately 1,000 teachers in public, private, and parochial schools across the United States.

High school teachers (grades 9-12) reported assigning an average of 3.5 hours’ worth of homework a week. Middle school teachers (grades 6-8) reported assigning almost the same amount as high school teachers, 3.2 hours of homework a week. Lastly, K-5 teachers said they assigned an average of 2.9 hours of homework each week. This data shows a spike in homework beginning in middle school.

Why homework is assigned

When teachers were asked why they assign homework, they gave the top three reasons:

• to see how well students understand lessons
• to help students develop essential problem-solving skills
• to show parents what's being learned in school

Approximately, 30 percent of teachers reported they assigned homework to cover more content areas. What’s interesting about this poll was the longer an educator had been in the field the less homework they assigned. Take a look at the breakdown below:

• 3.6 hours (teachers with less than 10 years in the classroom)
• 3.1 hours (teachers with 10 to 19 years in the classroom)
• 2.8 hours (teachers with more than 20 years in the classroom)

The need for balance

While many agree that homework does have a time and place, there needs to be a balance between life and school. There also needs to be communication with other teachers in the school about assignments. Oftentimes, educators get so involved in their subject area, they communicate departmentally, not school-wide. As a result, it’s not uncommon for teens to have a project and a couple of tests all on the same day. This dump of work can lead to an overwhelming amount of stress.

Questions for educators

Educators, how can you maximize the benefit of homework? Use the questions below to guide you in whether or not to assign work outside of the classroom. Ask yourself:

• Do I need to assign homework or can this be done in class?
• Does this assignment contribute and supplement the lesson reviewed in class?
• Do students have all of the information they need to do this assignment? In others words, are they prepared to do the homework?
• What are you wanting your students to achieve from this assignment? Do you have a specific objective and intended outcome in mind?
• How much time will the assignment take to complete? Have you given your students a sufficient amount of time?
• Have you taken into account other coursework that your students have due?
• How can you incorporate student choice and feedback into your classroom?
• How can you monitor whether or not you are overloading your students?

What kids think of homework

Educators: As a conclusion, I have provided a few of the many comments, that I have received below. I think it’s important to look at the age/grade level and messages these teens have shared. Take time to read their words and reflect on ways you can incorporate their perspective into course objectives and content. I believe the solution to the homework dilemma can be found in assigning work in moderation and finding a balance between school, home, and life.

“I am a 7th grader in a small school in Michigan. I think one of the main problems about what teachers think about homework is that they do not think about what other classes are assigned for homework. Throughout the day, I get at least two full pages of homework to complete by the next day. During the school year, I am hesitant to sign up for sports because I am staying up after a game or practice to finish my homework.”

“I'm 17 and I'm in my last year of high school. I can honestly tell you that from 7 p.m. to 12 a.m. (sometimes 1 or 2 a.m.) I am doing homework. I've been trying to balance my homework with my work schedule, work around my house, and my social life with no success. So if someone were to ask me if I think kids have too much homework, I would say yes they do. My comment is based solely on my personal experience in high school.”

“I am 13 and I have a problem: homework. I can’t get my homework done at home because it is all on my school MacBook. I don’t own my own personal computer, only an Amazon Fire tablet. What’s the problem with my tablet? There are no middle or high school apps for it. You are might be wondering, “Why not bring the MacBook home?” Well, I am not allowed to, so what is the punishment ? Four late assignments, and 1 late argument essay. And 90% of the homework I get is on my MacBook. This is a mega stresser!"

Raychelle Cassada Lohman n , M.S., LPC, is the author of The Anger Workbook for Teens .

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A survey conducted by the Associated Press has revealed that around 58% of parents feel that their child has been given the right amount of assignments. Educators are thrilled that the majority has supported the thought of allocating assignments, and they think that it is just right.

However, the question arises when students question the importance of giving assignments for better growth. Studies have shown that students often get unsuccessful in understanding the importance of assignments.

What key purpose does an assignment have? They often question how an assignment could be beneficial. Let us explain why a teacher thinks it is best to allot assignments. The essential functions of assigning tasks or giving assignments come from many intentions. 

What is the Importance of Assignment- For Students 

The importance of the assignment is not a new concept. The principle of allocating assignments stems from students’ learning process. It helps teachers to evaluate the student’s understanding of the subject. Assignments develop different practical skills and increase their knowledge base significantly. As per educational experts, mastering a topic is not an impossible task to achieve if they learn and develop these skills.  

Cognitive enhancement 

While doing assignments, students learn how to conduct research on subjects and comprise the data for using the information in the given tasks. Working on your assignment helps you learn diverse subjects, compare facts, and understand related concepts. It assists your brain in processing information and memorizing the required one. This exercise enhances your brain activity and directly impacts cognitive growth. 

Ensured knowledge gain   

When your teacher gives you an assignment, they intend to let you know the importance of the assignment. Working on it helps students to develop their thoughts on particular subjects. The idea supports students to get deep insights and also enriches their learning. Continuous learning opens up the window for knowledge on diverse topics. The learning horizon expanded, and students gained expertise in subjects over time.      

Improve students’ writing pattern 

Experts have revealed in a study that most students find it challenging to complete assignments as they are not good at writing. With proper assistance or teacher guidance, students can practice writing repetitively.

It encourages them to try their hands at different writing styles, and gradually they will improve their own writing pattern and increase their writing speed. It contributes to their writing improvement and makes it certain that students get a confidence boost. 

Increased focus on studies 

When your teachers allocate a task to complete assignments, it is somehow linked to your academic growth, especially for the university and grad school students. Therefore, it demands ultimate concentration to establish your insights regarding the topics of your assignments.

This process assists you in achieving good growth in your academic career and aids students in learning concepts quickly with better focus. It ensures that you stay focused while doing work and deliver better results.         

Build planning & organization tactics

Planning and task organization are as necessary as writing the assignment. As per educational experts, when you work on assignments, you start planning to structurize the content and what type of information you will use and then organize your workflow accordingly. This process supports you in building your skill to plan things beforehand and organize them to get them done without hassles.   

Adopt advanced research technique

Assignments expand the horizon of research skills among students. Learners explore different topics, gather diverse knowledge on different aspects of a particular topic, and use useful information on their tasks. Students adopt advanced research techniques to search for relevant information from diversified sources and identify correct facts and stats through these steps.  

Augmenting reasoning & analytical skills 

Crafting an assignment has one more sign that we overlook. Experts have enough proof that doing an assignment augments students’ reasoning abilities. They started thinking logically and used their analytical skills while writing their assignments. It offers clarity of the assignment subject, and they gradually develop their own perspective about the subject and offer that through assignments.     

Boost your time management skills 

Time management is one of the key skills that develop through assignments. It makes them disciplined and conscious of the value of time during their study years. However, students often delay as they get enough time. Set deadlines help students manage their time. Therefore, students understand that they need to invest their time wisely and also it’s necessary to complete assignments on time or before the deadline.  

What is the Importance of Assignment- Other Functions From Teacher’s Perspective: 

Develop an understanding between teacher and students  .

Teachers ensure that students get clear instructions from their end through the assignment as it is necessary. They also get a glimpse of how much students have understood the subject. The clarity regarding the topic ensures that whether students have mastered the topic or need further clarification to eliminate doubts and confusion. It creates an understanding between the teaching faculty and learners. 

Clarity- what is the reason for choosing the assignment 

The Reason for the assignment allocated to students should be clear. The transparency of why teachers have assigned the task enables learners to understand why it is essential for their knowledge growth. With understanding, the students try to fulfill the objective. Overall, it fuels their thoughts that successfully evoke their insights. 

Building a strong relationship- Showing how to complete tasks 

When a teacher shows students how to complete tasks, it builds a strong student-teacher relationship. Firstly, students understand the teacher’s perspective and why they are entrusted with assignments. Secondly, it also encourages them to handle problems intelligently. This single activity also offers them the right direction in completing their tasks within the shortest period without sacrificing quality. 

Get a view of what students have understood and their perspective 

Assigning a task brings forth the students’ understanding of a particular subject. Moreover, when they attempt an assignment, it reflects their perspective on the specific subject. The process is related to the integration of appreciative learning principles. In this principle, teachers see how students interpret the subject. Students master the subject effectively, whereas teachers find the evaluation process relatively easy when done correctly. 

Chance to clear doubts or confusion regarding the assignment  

Mastering a subject needs practice and deep understanding from a teacher’s perspective. It could be possible only if students dedicate their time to assignments. While doing assignments, students could face conceptual difficulties, or some parts could confuse them. Through the task, teachers can clear their doubts and confusion and ensure that they fully understand what they are learning.   

Offering individualistic provisions to complete an assignment 

Students are divergent, and their thoughts are diverse in intelligence, temperaments, and aptitudes. Their differences reflect in their assignments and the insight they present. This process gives them a fair understanding of students’ future and their scope to grow. It also helps teachers to understand their differences and recognize their individualistic approaches.  

Conclusion:

You have already become acquainted with the factors that translate what is the importance of assignments in academics. It plays a vital role in increasing the students’ growth multifold. 

TutorBin is one of the best assignment help for students. Our experts connect students to improve their learning opportunities. Therefore, it creates scopes of effective education for all, irrespective of location, race, and education system. We have a strong team of tutors, and our team offers diverse services, including lab work, project reports, writing services, and presentations.

We often got queries like what is the importance of assignments to students. Likewise, if you have something similar in mind regarding your assignment & homework, comment below. We will answer you. In conclusion, we would like to remind you that if you want to know how our services help achieve academic success, search www.tutorbin.com . Our executive will get back to you shortly with their expert recommendations. 

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The role of homework

Homework seems to be an accepted part of teachers’ and students’ routines, but there is little mention of it in ELT literature.

The role of homework is hardly mentioned in the majority of general ELT texts or training courses, suggesting that there is little question as to its value even if the resulting workload is time-consuming. However, there is clearly room for discussion of homework policies and practices particularly now that technology has made so many more resources available to learners outside the classroom.

Reasons for homework

• Attitudes to homework
• Effective homework
• Types of homework
• Homework is expected by students, teachers, parents and institutions.
• Homework reinforces and helps learners to retain information taught in the classroom as well as increasing their general understanding of the language.
• Homework develops study habits and independent learning. It also encourages learners to acquire resources such as dictionaries and grammar reference books. Research shows that homework also benefits factual knowledge, self-discipline, attitudes to learning and problem-solving skills.
• Homework offers opportunities for extensive activities in the receptive skills which there may not be time for in the classroom. It may also be an integral part of ongoing learning such as project work and the use of a graded reader.
• Homework provides continuity between lessons. It may be used to consolidate classwork, but also for preparation for the next lesson.
• Homework may be used to shift repetitive, mechanical, time-consuming tasks out of the classroom.
• Homework bridges the gap between school and home. Students, teachers and parents can monitor progress. The institution can involve parents in the learning process.
• Homework can be a useful assessment tool, as part of continual or portfolio assessment.

Attitudes to homework Teachers tend to have mixed feelings about homework. While recognising the advantages, they observe negative attitudes and poor performance from students. Marking and giving useful feedback on homework can take up a large proportion of a teacher’s time, often after school hours.

• Students themselves complain that the homework they are given is boring or pointless, referring to homework tasks that consist of studying for tests, doing workbook exercises, finishing incomplete classwork, memorising lists of vocabulary and writing compositions. Where this is actually the case, the negative effects of homework can be observed, typified by loss of interest and a view of homework as a form of punishment.
• Other negative effects of poorly managed homework include lack of necessary leisure time and an increased differential between high and low achievers. These problems are often the cause of avoidance techniques such as completing homework tasks in class, collaborating and copying or simply not doing the required tasks. In turn, conflict may arise between learners, teachers, parents and the institution.

Effective homework In order for homework to be effective, certain principles should be observed.

• Students should see the usefulness of homework. Teachers should explain the purpose both of homework in general and of individual tasks.
• Tasks should be relevant, interesting and varied.
• Good classroom practice also applies to homework. Tasks should be manageable but achievable.
• Different tasks may be assigned to different ability groups. Individual learning styles should be taken into account.
• Homework should be manageable in terms of time as well as level of difficulty. Teachers should remember that students are often given homework in other subjects and that there is a need for coordination to avoid overload. A homework diary, kept by the learner but checked by teachers and parents is a useful tool in this respect.
• Homework is rarely co-ordinated within the curriculum as a whole, but should at least be incorporated into an overall scheme of work and be considered in lesson planning.
• Homework tends to focus on a written product. There is no reason why this should be the case, other than that there is visible evidence that the task has been done.
• Learner involvement and motivation may be increased by encouraging students to contribute ideas for homework and possibly design their own tasks. The teacher also needs to know how much time the students have, what facilities they have at home, and what their preferences are. A simple questionnaire will provide this data.
• While homework should consolidate classwork, it should not replicate it. Home is the outside world and tasks which are nearer to real-life use of language are appropriate.
• If homework is set, it must be assessed in some way, and feedback given. While marking by the teacher is sometimes necessary, peer and self-assessment can encourage learner independence as well as reducing the teacher’s workload. Motivating students to do homework is an ongoing process, and encouragement may be given by commenting and asking questions either verbally or in written form in order to demonstrate interest on the teacher’s part, particularly in the case of self-study and project work.

Types of homework There are a number of categories of useful and practicable homework tasks.

• Workbook-based tasks Most published course materials include a workbook or practice book, mainly including consolidation exercises, short reading texts and an answer key. Most workbooks claim to be suitable for both class and self-study use, but are better used at home in order to achieve a separation of what is done in class and at home. Mechanical practice is thus shifted out of class hours, while this kind of exercise is particularly suited to peer- or self-checking and correction.
• Preparation tasks Rarely do teachers ask learners to read through the next unit of a coursebook, though there are advantages in involving students in the lesson plan and having them know what is coming. More motivating, however, is asking students to find and bring materials such as photographs and pictures, magazine articles and realia which are relevant to the next topic, particularly where personalisation or relevance to the local context requires adaptation of course materials.
• Extensive tasks Much can be gained from the use of graded readers, which now often have accompanying audio material, radio and TV broadcasts, podcasts and songs. Sometimes tasks need to be set as guidance, but learners also need to be encouraged to read, listen and watch for pleasure. What is important is that learners share their experiences in class. Extensive reading and listening may be accompanied by dictionary work and a thematic or personalised vocabulary notebook, whereby learners can collect language which they feel is useful.
• Guided discovery tasks Whereas classroom teaching often involves eliciting language patterns and rules from learners, there is also the option of asking learners to notice language and make deductions for themselves at home. This leads to the sharing of knowledge and even peer teaching in the classroom.
• Real-world tasks These involve seeing, hearing and putting language to use in realistic contexts. Reading magazines, watching TV, going to the cinema and listening to songs are obvious examples, offering the option of writing summaries and reviews as follow-up activities. Technology facilitates chat and friendship networks, while even in monolingual environments, walking down a shopping street noticing shop and brand names will reveal a lot of language. As with extensive tasks, it is important for learners to share their experiences, and perhaps to collect them in a formal or informal portfolio.
• Project work It is a good idea to have a class or individual projects running over a period of time. Projects may be based on topics from a coursebook, the locality, interests and hobbies or selected individually. Project work needs to be guided in terms of where to find resources and monitored regularly, the outcome being a substantial piece of work at the end of a course or term of which the learner can claim ownership.

Conclusion Finally, a word about the Internet. The Web appears to offer a wealth of opportunity for self-study. Certainly reference resources make project work easier and more enjoyable, but cutting and pasting can also be seen as an easy option, requiring little originality or understanding. Conferring over homework tasks by email can be positive or negative, though chatting with an English-speaking friend is to be encouraged, as is searching for visual materials. Both teachers and learners are guilty of trawling the Net for practice exercises, some of which are untried, untested and dubious in terms of quality. Learners need guidance, and a starting point is to provide a short list of reliable sites such as the British Council's  LearnEnglish  and the BBC's Learning English  which provide a huge variety of exercises and activities as well as links to other reliable sources. Further reading Cooper, H. Synthesis of Research on Homework . Educational Leadership 47/3, 1989 North, S. and Pillay, H. Homework: re-examining the routin e. ELT Journal 56/2, April 2002 Painter, L. Homework . English Teaching Professional, Issue 10, 1999 Painter, L. Homework . OUP Resource Books for Teachers, 2003

First published in October 2007

Mr. Steve Darn I liked your…

Mr. Steve Darn I liked your method of the role of the homework . Well, I am one of those laggard people. Unfortunately, when it comes to homework, I definitely do it. Because, a student or pupil who understands new topics, of course, does his homework to know how much he understands the new topic. I also completely agree with all of Steve Darn's points above. However, sometimes teachers give a lot of riff-raff homework, just like homework is a human obligation. This is a plus. But in my opinion, first of all, it is necessary to divide the time properly, and then to do many tasks at home. Only then will you become an "excellent student" in the eyes of the teacher. Although we live in the age of technology, there are still some people who do not know how to send homework via email. Some foreign teachers ask to send tasks by email. Constant email updates require time and, in rare cases, a fee. My above points have been the cause of constant discussions.

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15 Surprising Benefits of Homework for Students

• The importance of homework for students
• 3 Helpful tips to do your homework effectively
• 15 benefits of homework

Homework is an important component of the learning and growing process. It is a common practice for students to develop their skills and learn new information.

Homework is simply a general term that we use to describe work that you have to do at home. Typically, it’s assigned by the teacher during school hours and meant to be completed after school in the evenings or weekends.

Homework is loved and hated by many, but it is an integral part of education. It is not just a boring part of the learning process. It has a lot to offer!

The Importance of Homework for Students

So, why should students have homework? According to research conducted by Duke University psychology professor Harris Cooper , there was a positive relation between homework and student achievement. He found out that homework can help students perform better in school.

This shows the importance of homework in a student’s life. Homework is not always popular with students because it takes away their free time at home.

However, there are many benefits associated with homework.  Homework helps students understand the material in greater depth. Moreover, it allows teachers to assess how much the student has learned.

Tips for Doing Your Homework Faster

It is important to have a homework routine. A routine will help you know what to expect at the end of the day, and it will give you time to digest what you learned.

In addition, a routine will help you to be stress-free because you won’t be worrying about when to start your homework or whether you’re going to finish it on time.

So, here are some tips on how to set up a good homework routine:

• Find a place in the house where you can study without interruption.
• Set a timer for how long each assignment should take.
• Make sure your table is neat and that you have all of your materials ready before starting.

These tips will surely make your student life easier and put you on the right track towards higher grades!

The Benefits of Homework for Students

There are numerous reasons why homework is given in schools and colleges. Students can reap the benefits even in their professional lives.

But what exactly are the benefits of homework and how can it help students? Let us take a look at some of them:

1. Students Learn the Importance of Time Management

They will learn to balance play and work. Students will also learn to complete assignments within deadlines by learning to prioritize their time.

It helps them understand the importance of time management skills . When they are assigned a project or a test, they will know when it is due, how much time they have to complete it, and what they need to do.

This also helps them in their future careers. Employees must be able to manage their time efficiently in order to be successful.

If a project is due soon, employees should take effective steps to get it done on time. Homeworks in the schooling years teaches this practice of time management.

2. Promotes Self-Learning

Students get more time to review the content and this promotes self-learning . This is a big advantage of homework.

It also promotes continuous learning as students can revise their syllabus on their own. Homework gives them an opportunity to develop their critical thinking skills and problem-solving abilities.

3. Helps Teachers Assess a Student’s Learning

Homeworks help teachers track how well the students are grasping the content . They can modify their teaching methods based on the responses they receive from their students.

4. Teaches Students to Be Responsible

Students learn to become independent learners as they do their homework without any help from the teacher.

Studying at home also motivates students to study harder in order to achieve better results. This encourages them to take up more responsibilities at home too.

5. Boosts Memory Retention

Homework provides practice time to recall concepts discussed in class, thereby enabling students to memorize facts and figures taught at school.

One of the advantages of homework is that it sharpens memory power and concentration.

6. Enables Parents to Track a Student’s Performance

Parents can assess how well their children are doing with regard to academic performance by checking their homework assignments.

This gives parents a chance to discuss with teachers about improving their child’s performance at school .

7. Allows Students to Revise Content

Revising together with other students can also help with understanding  information because it gives you another perspective, as well as an opportunity to ask questions and engage with others.

8. Practice Makes Perfect

Doing homework has numerous benefits for students. One of them is that it helps students learn the concepts in depth.

Homework teaches them how to apply the concepts to solve a problem. It gives them experience on how to solve problems using different techniques.

9. Develops Persistence

When students do their homework, they have to work hard to find all the possible solutions to a problem.

They have to try out different methods until they reach a solution that works. This teaches them perseverance and helps them develop their determination and grit to keep working hard.

10. Helps Them to Learn New Skills

Homework is important because it helps students to learn new and advanced skills. It promotes self-study, research and time management skills within students.

It also builds their confidence in tackling problems independently without constant help from teachers and parents.

11. Helps in Building a Positive Attitude Towards Learning

12. Students Can Explore Their Areas of Interest

Homework helps in building curiosity about a subject that excites them. Homework gives students an opportunity to immerse themselves in a subject matter.

When they become curious, they themselves take the initiative to learn more about it.

13. Encourages In-Depth Understanding of The Concepts

Homeworks allow students to learn the subject in a more detailed manner. It gives students the chance to recall and go over the content.

This will lead to better understanding and they will be able to remember the information for a long time.

14. Minimizes Screen Time:

Homework is not only a great way to get students to do their work themselves, but it can also encourage them to reduce screen time.

Homework gives students a good reason to stay off their computers and phones. Homework promotes the productive use of time .

15. Helps Develop Good Study Habits

The more they do their homework, the better they will get it. They will learn to manage their time in a more effective way and be able to do their work at a faster rate.

Moreover, they will be able to develop a good work ethic, which will help them in their future careers.

We all know that too much of anything can be bad. Homework is no different. If the workload of the students is too much, then it can lead to unnecessary stress .

Therefore, it is necessary for teachers to be mindful of the workload of students. That way, students will be able to enjoy their free time and actually enjoy doing homework instead of seeing it as a burden.

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What’s the Purpose of Homework?

• Homework teaches students responsibility.
• Homework gives students an opportunity to practice and refine their skills.
• We give homework because our parents demand it.
• Our community equates homework with rigor.
• Homework is a rite of passage.
• design quality homework tasks;
• differentiate homework tasks;
• move from grading to checking;
• decriminalize the grading of homework;
• use completion strategies; and
• establish homework support programs.
• Always ask, “What learning will result from this homework assignment?” The goal of your instruction should be to design homework that results in meaningful learning.
• Assign homework to help students deepen their understanding of content, practice skills in order to become faster or more proficient, or learn new content on a surface level.
• Check that students are able to perform required skills and tasks independently before asking them to complete homework assignments.
• When students return home, is there a safe and quite place for them to do their homework? I have talked to teachers who tell me they know for certain the home environments of their students are chaotic at best. Is it likely a student will be able to complete homework in such an environment? Is it possible for students to go to an after school program, possibly at the YMCA or a Boys and Girls Club. Assigning homework to students when you know the likelihood of them being able to complete the assignment through little fault of their own doesn’t seem fair to the learner.
• Consider parents and guardians to be your allies when it comes to homework. Understand their constraints, and, when home circumstances present challenges, consider alternative approaches to support students as they complete homework assignments (e.g., before-or after-school programs, additional parent outreach).

Howard Pitler is a dynamic facilitator, speaker, and instructional coach with a proven record of success spanning four decades. With an extensive background in professional development, he works with schools and districts internationally and is a regular speaker at national, state, and district conferences and workshops.

Pitler is currently Associate Professor at Emporia State University in Kansas. Prior to that, he served for 19 years as an elementary and middle school principal in an urban setting. During his tenure, his elementary school was selected as an Apple Distinguished Program and named "One of the Top 100 Schools in America" by Redbook Magazine. His middle school was selected as "One of the Top 100 Wired Schools in America" by PC Magazine. He also served for 12 years as a senior director and chief program officer for McREL International, and he is currently serving on the Board of Colorado ASCD. He is an Apple Distinguished Educator, Apple Teacher, National Distinguished Principal, and Smithsonian Laureate.

He is a published book author and has written numerous magazine articles for  Educational Leadership ® magazine,  EdCircuit , and  Connected Educator , among others.

ASCD is dedicated to professional growth and well-being.

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Longitudinal Evaluation of the Importance of Homework Assignment Completion for the Academic Performance of Middle School Students with ADHD

Joshua m. langberg.

Virginia Commonwealth University

Melissa R. Dvorsky

Stephen j. molitor, elizaveta bourchtein, laura d. eddy, brandon k. schultz.

East Carolina University

Steven W. Evans

Ohio University

The primary goal of this study was to longitudinally evaluate the homework assignment completion patterns of middle school age adolescents with ADHD, their associations with academic performance, and malleable predictors of homework assignment completion. Analyses were conducted on a sample of 104 middle school students comprehensively diagnosed with ADHD and followed for 18 months. Multiple teachers for each student provided information about the percentage of homework assignments turned in at five separate timepoints and school grades were collected quarterly. Results showed that agreement between teachers with respect to students’ assignment completion was high, with an intraclass correlation of .879 at baseline. Students with ADHD were turning in an average of 12% fewer assignments each academic quarter in comparison to teacher-reported classroom averages. Regression analyses revealed a robust association between the percentage of assignments turned in at baseline and school grades 18 months later, even after controlling for baseline grades, achievement (reading and math), intelligence, family income, and race. Cross-lag analyses demonstrated that the association between assignment completion and grades was reciprocal, with assignment completion negatively impacting grades and low grades in turn being associated with decreased future homework completion. Parent ratings of homework materials management abilities at baseline significantly predicted the percentage of assignments turned in as reported by teachers 18 months later. These findings demonstrate that homework assignment completion problems are persistent across time and an important intervention target for adolescents with ADHD.

Children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) frequently experience clinically significant academic impairment ( DuPaul & Langberg, 2014 ; Frazier, Youngstrom, Glutting, & Watkins 2007 ; Kuriyan et al., 2013 ), and difficulties at school is one of the most prominent reasons youth with ADHD are referred for treatment ( Loe & Feldman, 2007 ; Wolraich et al., 2005 ). Prevalence rates reported for comorbid learning and/or achievement problems in ADHD samples range from 50 to 80%, depending on the definition ( DuPaul & Stoner, 2014 ). Children and adolescents with ADHD have lower school grades and are significantly more likely to be retained a grade and to drop out of school in comparison to their peers ( Barbaresi, Katusic, Colligan, Weaver, & Jacobsen, 2007 ; Barkley, Fischer, Smallish, & Fletcher, 2006 ; Molina et al., 2009 ). Although a majority of youth with ADHD experience academic impairment, there is significant variability in the presentation, severity, and causes of this impairment ( Martin, 2014 ). A clear understanding of the factors that contribute to the academic performance of youth with ADHD is needed to develop and refine interventions.

Homework is a teacher-assigned task designed to be completed during non-school hours ( Cooper, 1989 ) and is a core component of educational curricula in the United States and abroad ( Cooper, Robinson, & Patall, 2006 ). On average, secondary school students in the United States report spending approximately one hour of after school time on homework each day ( Kalenkoski & Pabilonia, 2012 ; U.S. Department of Education, 2008 ), and time spent on homework is even higher in other industrialized countries (e.g., 2.9 to 3.9 hours per day in India; Loyd, Grant, & Ritchie, 2008 ). Given the broad utilization and emphasis on homework in education, multiple aspects of the homework process have been studied in relation to academic performance, including amount of work assigned, time spent on completing homework, difficulty level of work, and frequency of homework assignments ( Cooper et al., 2006 ; Cooper, Lindsay, Nye, & Greathouse 1998 ; Grodner & Rupp, 2013 ; Trautwein, 2007 ; Trautwein, Köller, Schmitz, & Baumert, 2002 ; Trautwein & Koller, 2003 ). Overall, extant research suggests that time spent on homework is positively correlated with academic performance ( Cooper et al., 1998 ; Cooper, 1989 ), with the relation being moderated by grade in school and stronger in the secondary school grades ( Cooper et al., 2006 ).

The Homework Completion Cycle

The “homework completion cycle” (see Figure 1 ) is complex, and consists of several temporally ordered behaviors. In order to be successful with homework, students must accurately record assignments in sufficient detail, bring home the necessary materials, plan ahead for the completion of work (i.e., not procrastinate), complete work efficiently and effectively (i.e., stay focused and complete work accurately), and bring the completed work back to school for submission. Although parents and teachers often provide some support for aspects of the homework completion process (e.g., parents may check completed homework for accuracy; Cooper, Lindsay, & Nye, 2000 ; Rogers, Wiener, Marton, & Tannock, 2009 ), the primary responsibility resides with the student. As such, self-regulation of behavior is necessary for successful homework completion ( Xu & Wu, 2013 ), and may in part explain why many youth with ADHD experience significant homework problems. Specifically, individuals with ADHD often exhibit deficits in executive function ( Barkley, 1997 ; Biederman et al., 2007 ), resulting in struggles managing, monitoring, and self-correcting their own homework management and completion behaviors ( Langberg, Dvorsky, & Evans, 2013 ). The literature indicates that youth with ADHD experience homework problems defined broadly (e.g., Langberg et al., 2011a ; Mautone, Marshall, Costigan, Clarke, & Power, 2012 ; Power, Werba, Watkins, Angelucci, & Eiraldi, 2006 ; Rogers et al., 2009 ), with approximately 75% percent of youth with ADHD exhibiting clinically significant homework problems in comparison to 30% of typically developing youth ( Coghill et al., 2008 ). These difficulties become particularly apparent and salient with the transition from elementary to middle school because as academic demands increase, students are expected to become autonomous in more aspects of the homework completion cycle ( Ramdass & Zimmerman, 2011 ).

Visual representation of the independent steps students must follow to successfully turn in assignments.

Given the wealth of research on the homework problems of students with ADHD, surprisingly little is known about the last step of the homework completion cycle, physically turning assignments to teachers. Specifically, it is unclear what percentage of assignments adolescents with ADHD turn in on average, how this compares to their classroom peers, and whether rates of assignment completion vary over time. It is also unclear how homework assignment completion and school grades interact over time, and whether the association is unidirectional from assignments to grades or reciprocal, with poor grades in turn leading to lower rates of assignment completion. This represents an under-studied area in the context of homework research in general (e.g., community and school-based samples), as most of the research to date has been cross-sectional and the “long-term and cumulative effects of homework remain a largely unmapped terrain” ( Cooper et al., 2006 , p. 54). Importantly, there has also been little research on the complex and interacting factors that may predict how likely students with ADHD are to turn in assignments.

These are all critically important questions for ADHD interventions focused on improving academic performance, and these issues are also clinically relevant to teachers and parents. For example, in order to set realistic and developmentally informed treatment goals, it would be useful to know the average percentage of assignments adolescents with ADHD turn in and how that compares to the class average (i.e., what is reasonable to expect?). Likewise, when providing psychoeducation to parents, it is unclear if the message should be that variability across semesters is to be expected (i.e., “don’t worry, your child’s performance will bounce back”) or if the message should be that problems are likely to persist across semesters and years in school. Further, if the percentage of assignments turned in is important for overall academic performance, but other factors account for a greater portion of the variance in turning in assignments (e.g., ADHD symptoms or reading ability), then intervention targets should be prioritized accordingly.

The limited prior work in the area suggests that youth with ADHD may turn in fewer assignments in comparison to their peers. In a small ADHD intervention sample (total N = 42), Meyer and Kelley (2007) reported that middle school students assigned to the waitlist group turned in approximately 60% of their assignments prior to intervention, but no “class average” was reported for comparison. Teacher report on the Classroom Performance Survey (CPS; Brady, Evans, Berlin, Bunford, & Kern, 2012 ) was used in the Meyer and Kelly study to obtain information about the percent of assignments turned in. In a large cross-sectional validation study of the CPS (general school sample; N = 875), the average teacher-reported percentage of homework assignments turned in was 73% ( Brady et al., 2012 ). Interestingly, students in the sample who were rated as academically impaired by teachers on a separate measure of impairment (Impairment Rating Scale; Fabiano et al., 2006 ) were turning in only 45% of their assignments as compared to students rated in the non-impaired range (83.7%). However, ADHD diagnostic information was not reported and patterns of assignment completion were not evaluated longitudinally or in relation to students’ overall academic performance.

The only study to our knowledge to longitudinally evaluate the percentage of assignments turned in for students with ADHD as compared to their peers also used teacher report on the CPS ( Kent et al., 2011 ). Participants were from the Pittsburgh ADHD Longitudinal Study (PALS), and were in grades 9 through 12. CPS data were available for 83 adolescents with ADHD and 65 adolescents without ADHD. Kent and colleagues (2011) reported that the percentage of assignments turned in was significantly lower for the ADHD group (64%) in comparison to the non-ADHD control group (83%). The authors reported that there was not a significant effect of year in school for the assignment completion variable, which suggests the proportion of assignments turned in was relatively stable over time. However, the study did not evaluate patterns or potential reciprocal associations between assignment completion and academic performance or predictors of assignment completion.

In sum, homework assignment completion is a major component of students’ education. Children and adolescents with ADHD often exhibit homework problems and this negatively impacts their academic performance ( Langberg et al., 2011b ). However, little is known about the homework assignment completion patterns of youth with ADHD over time, or about the interplay between school grades and assignment completion. Further, the process of completing homework is complex, and it is unclear which steps of the homework completion cycle are most salient in determining whether or not homework gets turned in to the teacher.

Accordingly, the primary purpose of the present study was to evaluate the homework completion patterns of middle school age adolescents with ADHD across two school years and longitudinal predictors of assignment completion. Given that the CPS was used in this study and prior work (e.g., Kent et al., 2011 ) to determine how many assignments students completed each semester, we first wanted to evaluate consistency across teachers in reporting these data. Past research with middle school ADHD samples has called into question the reliability of teacher ratings of more covert behaviors such as symptom of inattention, as agreement across teachers is often low ( Evans, Allen, Moore, & Strauss, 2005 ). However, given that teachers in this study were being asked to rate a more overt behavior, and one that they would naturally monitor over time, we predicted that agreement measured through ICCs would be moderate to high.

The second aim of the study was to determine if consistent with past research, students with ADHD in this sample were completing significantly fewer homework assignments in comparison to the teacher-reported classroom average. Based upon the Kent et al. (2011) study, we predicted that students with ADHD would be turning in significantly fewer assignments each semester across the entire study period.

The third aim of the study was to evaluate the longitudinal importance of homework assignment completion in predicting the grades of students with ADHD relative to other factors known to be important for predicting grades, such as reading and math ability and intelligence. Based upon prior longitudinal research on parent-rated homework problems ( Langberg et al., 2011b ), it was hypothesized that the percentage of assignments completed as reported by teachers at baseline would predict GPA the following school year above and beyond baseline GPA and covariates.

The fourth aim of the study was to evaluate potential reciprocal associations between assignment completion and GPA over time using cross-lag modeling. The Cognitive Behavioral Model of ADHD ( Safren, Sprich, Chulvick, & Otto, 2004 ) states that because individuals with ADHD often experience “repeated failures,” over time they develop negative thought patterns and low self-concept about their abilities, which in turn leads to additional impairment. Although we could not test the proposed mechanisms, we were interested in evaluating whether the association between homework and grades was solely unidirectional, with assignment completion predicting GPA, or if “failure” (low GPA), in turn, led to fewer assignments being completed in the future. As this is the first study to our knowledge to explore these reciprocal associations, no specific hypotheses were made.

The final aim of the study was to explore malleable factors that might longitudinally predict assignment completion and school grades. A multitude of factors can influence homework completion (see Cooper, 2001; Cooper, 1989 , for a discussion of this issue). The current study focuses on three specific aspects of homework completion cycle (see Figure 1 ). Specifically, predictors evaluated in this study included homework materials management (i.e., organization), homework behaviors (e.g., on- or off-task while completing homework), and time-management/planning skills. In the homework completion cycle figure, materials management is represented in boxes 1, 2, 6, and 7, homework completion behaviors in box 5, and time-management/planning behaviors in boxes 3 and 4. The impact of these predictors as rated by parents at baseline on homework completion as rated by teachers 18 months later and on GPA was examined as part of the cross-lagged modeling.

Participants

Participants were 104 young adolescents (77 males, 27 females) with ADHD between the ages of 10 and 14 at baseline ( M = 12.33, SD = 0.99). Per criteria described below, 55 participants were diagnosed with ADHD Predominantly Inattentive Type (ADHD-I) and 49 participants were diagnosed with ADHD Combined Type (ADHD-C). 76% of the participants were taking medication for ADHD ( n = 71). 79% of the participants were Caucasian ( n = 83), with the remaining participants African American ( n = 15), multiracial ( n = 5), or Hispanic/Latino ( n = 1). Participants’ annual family income ranged from less than $10,000 to over $225,000 ( M = $54,248; Median = $37,500).

Data were collected as part of a randomized clinical trial (total N = 326) examining school-based psychosocial interventions for adolescents with ADHD. Participants were randomly assigned to receive intervention through an after school program or mentoring during the school day, or to a community care (i.e., control) condition. The 104 community control participants were included in the current set of analyses. Participants were in the sixth (n =43), seventh (n = 31), and eighth (n = 30) grades and were recruited from nine urban, suburban, and rural public middle schools in three cohorts over three successive academic years. The schools included in the study were diverse both in terms of size, location, and student demographic characteristics. Specifically, the schools ranged in size from approximately 600 to 1400 students and the percentage of students receiving free/reduced lunch ranged from 6% to 75%. Similarly, the diversity of the students at each school varied greatly with the lowest being 8% minority and the highest being 75% minority. The study was reviewed and approved by the Institutional Review Board (IRB) and parents signed informed consent and youth provided assent.

Recruitment was conducted through three primary methods: study announcement letters were mailed to the parents of all students attending the middle school, school staff directly informed parents of some students about the opportunity to participate, and fliers were posted in each school. Parents/guardians who called research staff to express interest in the study were administered a phone screen. On the phone screen, parents had to indicate that their child had a diagnosis of ADHD or had to endorse their child as currently exhibiting at least 4 of 9 Diagnosis and Statistical Manual of Mental Disorder, Fourth Edition (DSM-IV; American Psychiatric Association, 1994 ) symptoms of inattention on a rating scale in order to be scheduled for an eligibility evaluation which was completed in a mental health outpatient clinic. After providing consent/assent, parents and adolescents completed the evaluation procedures in separate rooms. The inclusionary criteria were: (a) meeting full diagnostic criteria for ADHD-I or ADHD-C; (b) an IQ ≥80 as estimated using the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV; Wechsler, 2003 ); and (c) not meeting criteria for a primary diagnosis of a Pervasive Developmental Disorder or meeting diagnostic criteria for any of the following: Bipolar Disorder, Psychosis, substance dependence other than tobacco, or Obsessive-Compulsive Disorder. Participants with these disorders were excluded because this was an intervention trial focused on providing ADHD specific interventions and it is likely that adolescents with these diagnoses would be better served by a different intervention approach. Similarly, adolescents with an IQ below 80 were excluded given the cognitive nature of some of interventions (e.g., long-term planning) would like necessitate a different intervention approach or at least that intervention delivery procedures be altered.

ADHD diagnosis was established using the Children’s Interview for Psychiatric Syndromes – Parent Version (P-ChIPS; Fristad, Teare, Weller, Weller, & Salmon 1998 ; Weller, Weller, Fristad, Rooney, & Schecter, 2000 ), a well-validated structured diagnostic interview that was administered to parents by advanced doctoral students and doctoral-level psychologists. A recent review of child and adolescent diagnostic interviews ( Leffler, Riebel, & Hughes, 2014 ) found five separate studies documenting that the ChIPS has good concurrent validity with other validated diagnostic interviews, including the Diagnostic Interview for Children and Adolescents-Revised-Child Version (DICA-R-C) and the Schedule for Affective Disorders and Schizophrenia for School Aged Children (K-SADS). Further, the ChIPS has good construct validity, with the percent of agreement between a consensus panel of child psychopathology experts and the results from ChIPS interviews ranging from 97.5% to 100%. Sensitivity averaged 87% across diagnostic categories and specificity averaged 76% ( Fristad et al., 1998 ). For Attention Deficit Disorder, sensitivity was 100% and specificity was 44%.

ADHD diagnoses were determined using procedures similar to those used in the Multimodal Treatment Study of ADHD ( MTA Cooperative Group, 1999 ). Specifically, to be included in the study, parents needed to endorse the presence of at least six symptoms of ADHD within a domain as occurring often or very often on the P-ChIPS and these symptoms had to be associated with impairment in multiple settings. As part of the initial evaluation, the Disruptive Behavior Disorder Rating Scale (DBD; Pelham, Evans, Gnagy, & Greenslade, 1992 ) was mailed to each participant’s four core class teachers. The DBD is a well-validated teacher-report measure of DSM-IV ADHD symptoms with items rated on a four-point scale (0 = not at all present , 3 = very much present ). The ADHD subscale of the DBD has demonstrated good internal consistency in young adolescent samples (α = .88 – .91; Hartung, McCarthy, Milich, & Martin, 2005 ). In cases where the parent endorsed four or five symptoms within a domain on the P-ChIPS, supplementation with nonoverlapping symptoms from the teacher DBD was allowed (i.e., to reach the threshold of six symptoms within a domain). However, supplementation could only occur if the teacher endorsed at least four symptoms in a domain on the DBD. The same supplementation rules were used to make ADHD subtype determinations. Finally, other criteria for DSM-IV ADHD (i.e., age of onset, pervasiveness, impairment, and ruling out the possibility of other causal disorders) also had to be met. The P-ChIPS was also used to assess for the presence of comorbid psychiatric disorders. Using DSM-IV criteria, 46.2% of the participants ( n = 48) met criteria for comorbid Oppositional Defiant Disorder (ODD), 9.6% ( n = 10) met for comorbid Conduct Disorder (CD), and 35.6% of the participants ( n = 37) met criteria for a comorbid internalizing disorder.

All participants were assessed at five time points across the study: four equally spaced occasions during the school year and a fifth timepoint halfway through the subsequent school year. Accordingly, CPS data are available at five timepoints (see Table 2 ), with the first four timepoints corresponding with quarter grades during the school year (i.e., T1 = Q1 grades, T2 = Q2 grades, T3 = Q3 grades, & T4 = Q4 grades). Completion of ratings at follow-up (T5) corresponded with the end of the first semester of the subsequent school year.

Means, Standard Deviations, and Intercorrelations of Assignment Completion and Grade Point Average

Note. ADHD = Attention-Deficit/Hyperactivity Disorder;

Demographics and Covariates

Participants’ parents/guardians completed a demographics questionnaire at the study baseline that included information on sex, race/ethnicity, grade in school, parent education and income, and ADHD medication status. Means and standard deviations for these variables are reported in Table 1 along with their association with assignment completion and grades.

Correlations of Participant Characteristics with Assignment Completion and GPA

Note. N = 104. For medication status, 0 = not taking medication, 1 = taking medication.

All participants were administered the Wechsler Individual Achievement Test, Third Edition (WIAT-III; Wechsler, 2009 ) at baseline. The WIAT is a widely used individually administered, norm-referenced, test with exemplary psychometric properties. The Reading and Math standard scores were included as covariates in the regression model predicting GPA.

Homework Completion

Classroom performance survey (cps; brady et al., 2012 ).

The CPS is a teacher–completed rating scale that includes two items that ask teachers to report the percentage of assignments completed on time by the student being assessed and the percentage of assignments completed on time by the average student in the class. As noted in the introduction, the CPS has been used to assess homework completion in multiple studies and the full scale has undergone psychometric validation in a large sample of adolescents ( Brady et al., 2012 ). Brady et al. found that the CPS contains two separate factors which are highly reliable (α = .98 and .91). Importantly for the present study, the items assessing the percentage of assignments turned in were found to have good clinical utility in distinguishing teacher identified academically impaired students from non-impaired students and good convergent validity with other measures of academic impairment. Multiple teachers completed the CPS for each participant in the study since this is a middle school sample (Median = 3 per participant). The percentage of teachers from each core academic subject that completed the CPS is reported in the results section along with data on agreement.

Grade Point Average (GPA)

Grades for each participant in the study were collected from the school offices at the end of each academic year. All grades were converted into grade point averages (GPA) for core subject areas (English/Language Arts, Social Studies, Math, Science) with a range from 0.0 to 4.0 (4.0 = A; 0 = F). Grades from each of the four core classes were averaged to create one overall GPA variable.

Homework Management, Completion and Planning Behaviors

The Homework Problems Checklist (HPC; Anesko, Schoiock, Ramirez, & Levine, 1987 ) is 20-item parent completed rating scale assessing performance on homework. For each item, parents rate the frequency of a specific homework problem on a 4-point Likert scale (0 = never , 1 = at times , 2 = often , 3 = very often ). Higher scores on the measure indicate more severe problems. The measure has excellent internal consistency, with alpha coefficients ranging from .90 to .92 and corrected item-total correlations ranging from .31 to .72 ( Anesko et al., 1987 ). Factor analyses indicate that the HPC has two distinct factors ( Langberg et al., 2010 ; Power et al., 2006 ) measuring Homework Behaviors (HPC Factor I) and Homework Materials Management (HPC Factor II). These factors are consistent across general education and clinical samples. Example items from Factor I (Homework Behaviors) include: a) Must be reminded to sit down and start homework; b) Daydreams during homework; c) Doesn’t complete work unless someone does it with him/her; and d) Takes an unusually long time to complete homework. Example items from Factor II (Homework Materials Management) include: a) Fails to bring home assignments and materials; b) Forgets to bring assignments back to class; and c) Doesn’t know exactly what has been assigned. In the present study, internal consistencies were high (Factor I α = .87, Factor II α = .88).

The Children’s Organizational Skills Scale (COSS; Abikoff & Gallagher, 2009 ) is also a parent-completed rating scale and is composed of 58 items each with a 4-point rating scale (1= Hardly ever or never ; 2 = Sometimes ; 3 = Much of the time ; 4 = Just about all of the time ). The COSS has good discriminative validity and is sensitive to treatment effects ( Pfiffner et al., 2007 ). The COSS Task Planning subscale which is comprised of 6 items [α = .81] was included in the regression analyses predicting missing assignments as a measure of time-management and planning skills.

Analytic Plan

To accomplish aim 1, intra-class correlations were calculated at baseline to assess how similarly teachers rated the homework assignment completion of the same student. For aim 2, the average assignment completion rates of ADHD participants and their classmates were compared at all five time points using paired-samples t-tests.

To evaluate the longitudinal association between homework completion and academic performance (i.e., aim 3), a multiple regression model was tested. In the first step of the model, all covariates that were significantly correlated with T5 GPA were entered, followed by T1 GPA in the second step to control for prior levels of academic performance. T1 teacher-reported assignment completion was entered into the third step of the model.

For aim 4, cross-lag path analysis was used to evaluate the potential reciprocal association between assignment completion and grades over time. Assignment completion and GPA at all five time points were included in the model. The effect of prior GPA and assignment completion, as well as the correlation between assignment completion and GPA, were accounted for at each time point. Specific paths of interest were the predictive ability of assignment completion to GPA one time point later (e.g., T1 assignment completion predicting T2 GPA), and the reciprocal relationship (e.g., T1 GPA predicting T2 assignment completion). For aim 5, three theoretical predictors related to different aspects of the homework cycle – homework behaviors, homework materials management, and time-management/planning behaviors - measured at T1 were included in the path analysis to assess whether any of these factors predicted assignment completion and GPA at T5.

Model fit was evaluated using a combination of comparative and absolute fit indices based upon Hu and Bentler’s (1999) recommended threshold criteria for acceptable fit. Given the modest sample size, the Comparative Fit Index (CFI) and Standardized root-mean-square residual (SRMR) were chosen given evidence that these are the most robust indicators when sample size is small ( Hu, & Bentler, 1998 ). According to Hu and Bentler’s (1999) recommendations, the threshold for CFI values should approach or exceed 0.95, and SRMR values should approach or fall below 0.09 to indicate acceptable model fit. The Tucker-Lewis Index (TLI) and Root Mean Square Error of Approximation (RMSEA) were also examined, but these indicators should not be the primary tools to evaluate model fit due to evidence suggesting they over-reject true models that have small sample sizes and low degrees of freedom ( Hu & Bentler, 1998 ; Kenny, Kaniskan, & McCoach, 2014 ).

ICCs and Between Group Differences

The first study aims were to examine whether students with ADHD in this sample were completing significantly fewer homework assignments in comparison to the teacher-reported classroom average, and to evaluate consistency across teachers in reporting these data. The mean number of teacher ratings per participant across timepoints on the CPS was 3.07 and the median was 3.00. At baseline, 87 out of the 104 participants had ratings from English teachers (83.7%), 81% from Math teachers, 62.5% from Social Studies teachers, and 65.4% from Science teachers. As shown in Table 1 , the percentage of assignments completed by participants with ADHD participants at each timepoint ranged from 68.68% to 74.22%. In comparison, the percentage of teacher-reported assignments completed by classmates ranged from 82.76% to 84.81%. Paired-samples dependent t-tests revealed that the percentage of assignments completed by participants with ADHD was significantly less than their classmates at each of the five assessment points; p <.001. Agreement between teachers at baseline adjusting for the varying numbers of raters for each participant ( Bartko & Carpenter, 1976 ) was high; intraclass correlation (ICC) = .879. Accordingly, teacher ratings of assignment completion for each student were averaged, and the mean score was used in the regression and cross-lag analyses.

Regression Predicting Grade Point Average (GPA)

The next study aim was to evaluate the longitudinal importance of homework assignment completion in predicting the grades of students with ADHD. Correlation analyses between demographic variables and grades (see Table 1 ) showed that race, income, reading and math achievement, and intelligence were each significantly associated with T5 semester GPA. Accordingly, these variables were all included in the first step of the multivariate regression with T1 assignment completion predicting T5 GPA. The multivariate regression (see Table 3 ) revealed that T1 assignment completion significantly predicted T5 GPA above and beyond all other variables. Both T1 GPA and T1 assignment completion were significant in the final model predicting T5 GPA. The Δ R 2 was significant moving from step 2 to step 3 (the addition of homework completion) of the regression model with 61% of the variance in grades explained at step 3.

Hierarchical Regression Model of T1 Assignment Completion Predicting T5 Semester Grade Point Average Above and Beyond T1 Quarter Grade Point Average, Achievement, Cognitive Ability, and Family Income

Cross-Lag and Predictor Analyses

The final study aims were focused on examining potential reciprocal associations between assignment completion and GPA over time and to explore malleable factors that might longitudinally predict these outcomes. A longitudinal structural equation model was conducted to examine (a) the reciprocal relationships between assignment completion and GPA over time, and (b) baseline (T1) parent-rated predictors of assignment completion and GPA at T5.

To assess the degree to which one construct at one point in time predicted the other at a subsequent point in time, we adopted the cross-lag model described by Jöreskog and Sörbom (1993) . Figure 2 shows the results for model fit for the longitudinal cross-lag analysis, including the standardized path coefficients. The combinational rule indices indicated that the model had acceptable fit (CFI = .947, SRMR = .085). As expected given the small sample size, the TLI (.925) and RMSEA (.091) values indicated worse fit than the CFI and SRMR values. Omitted from the figure are the within-time correlations/covariances among constructs; however these are presented in Table 2 . All paths from homework completion (HW) to GPA were positive and significant, with the exception of the path between HW3 and GPA4, which was marginally significant ( p = .07), and the path between HW4 and GPA5, which was not significant. The cyclical and reciprocal nature of the model was partially supported in that assignment completion has a positive direct relation to GPA (significant between HW1 and GPA2), which had a positive direct relation to subsequent Assignment Completion (significant between GPA2 and HW3), followed by a positive direct relation back to GPA (approached significant at p = .07 between HW3 and GPA), and finally followed by a positive direct relation predicting final Assignment Completion (significant between GPA4 and HW5).

Visual presentation of the reciprocal cross-lagged model. Standardized path coefficients for significant and marginally significant paths of the model are presented as solid arrows. Numbers denote time point of data collection. Although not included in the figure, within-time correlations across domains were also estimated. Dashed arrows indicate nonsignificant paths between Time 1 predictors and Time 5 GPA and Homework Completion. GPA = grade point average. HW = percentage of homework assignments turned in as rated by teacher. Task Plan = Task Planning subscale from COSS. HW Behav = Homework Behavior scale from HPC. HW Manag = Homework Management scale from HPC. Model fit indices: χ 2 = (68, N = 104) = 846.14, p < .001; CFI = .947, TLI = .925, SRMR = .085, RMSEA = .091. p < .08. p < .05. ** p < .01. *** p <.001.

The SEM model also examined T1 parent-ratings of homework materials management, homework behaviors, and time-management/planning as predictors of T5 GPA and assignment completion. Higher scores on each of these parent-rated predictor variables are indicative of more problems in that domain. Homework materials management was negative and significant in the model for predicting both GPA and assignment completion at T5.

The primary goals of this manuscript were to explore the longitudinal associations between homework assignment completion and grades to determine if they were unidirectional or reciprocal and to evaluate longitudinal predictors of assignment completion. In this sample, ratings of students’ assignment completion across teachers were highly consistent, with ICCs at baseline approaching .9. According to these teacher ratings, students with ADHD in this sample turned in approximately 12% fewer assignments each semester in comparison to the classroom average. As hypothesized, homework assignment completion as rated by teachers at baseline was a strong predictor of GPA, above and beyond baseline levels of GPA, intelligence, achievement, race, and family income. Interestingly, the association between GPA and assignment completion appears to be reciprocal. Specifically, across school years (see Figure 1 ; T4 – T5), there was a robust association with GPA predicting future assignment completion. In terms of predictors, homework materials management abilities as rated by parents at baseline predicted assignment completion and GPA 18 months later. Together, these findings suggest that homework assignment completion is an important intervention target for middle school students with ADHD with low and failing grades.

In the Cooper et al. (2006) meta-analysis of the association between homework and academics, the weighted average correlation was .24 (across all definitions of homework and measures of academic achievement). In the community and school samples reviewed by Cooper et al., correlations were higher in the secondary school grades than elementary grades and when the specific focus was on assignment completion (e.g., as opposed to time spent on homework). For example, in a secondary school age sample, Cooper et al. (1998) reported correlations between assignment completion and grades in the .31–.36 range. It is important to note that the Cooper et al. (1998) study and most of the studies in the meta-analysis focused on parent and student report of assignment completion. It is possible that parents and students cannot accurately report these data, especially since most of the studies reviewed in the meta-analysis were completed prior to when homework completion information was readily available online. Indeed, one of the interesting findings from the present study was the very high ICCs for teacher ratings of assignment completion. This was counter to hypotheses as middle school teacher agreement has been found to be quite low for ratings of more subjective behavior, such as ADHD symptoms ( Evans et al., 2005 ). This high level of consistency across teachers may reflect their greater ability to report concrete information that they routinely monitor as compared to more vague constructs such as symptoms and estimates of degrees of impairment. In addition, these data may indicate that students’ rates of homework completion may be consistent and pervasive across classrooms. Further research is needed to confirm these hypotheses.

The discrepancies between the present study and the meta-analysis might also relate to the fact that this study focused on adolescents with ADHD. It may be that once students reach a certain threshold of assignment completion (e.g., 85%) that variation in homework completion above that threshold is not particularly relevant for grades and other factors become more important at that point, such as achievement ability, test grades, or behavior in the classroom. Below a certain threshold, missing homework assignments may overwhelm all other factors that constitute grades. For example, a child missing 30% of their assignments may only have the opportunity to get a C or D at best, even with perfect classroom behavior and high achievement/ability.

In this sample, middle school age adolescents with ADHD were turning in 10–15% fewer assignments per quarter in comparison to teacher reported class averages. The only other study to evaluate this issue in an ADHD sample found a lower rate of homework completion (64%) average for the ADHD group and an 83% average for the comparison group ( Kent et al., 2011 ). One significant difference between these two ADHD samples is that the sample for the present study is a middle school sample whereas the Kent et al. (2011) sample was high school age (grades 9 – 12). Accordingly, one possible explanation for the slightly lower rates of assignment completion in the Kent et al. (2011) ADHD sample is that adolescents with ADHD experience increased difficulties with homework following the transition to high school and rates of assignment completion decline. Indeed in the present study, the lowest percentage of assignments turned in ( M = 68.7) was the final semester when the mean sample age was almost 14.

The cross-lag model suggests that the association between assignment completion and GPA is reciprocal and demonstrates that homework materials management abilities are important longitudinal predictors of assignment completion and school grades. With respect to the reciprocal associations, as hypothesized, the percent of homework turned in each semester was a significant predictor of subsequent semester GPA and of subsequent semester assignment completion within the school year. However, when looking across school years, the association between assignment completion at the end of the spring semester (T4) and homework completion at the 6-month follow-up (T5) was significant but small (.24). In contrast, the association between spring semester GPA and assignment completion during the subsequent school year (i.e., 6-month follow-up) was significant and moderate (.41). Although not measured in this study, it seems likely that cognitive and motivation factors are at least partly responsible for this cross-year association. As described in the cognitive-behavioral model of ADHD ( Safren et al., 2004 ), individuals with ADHD who experience repeated failures (e.g., low and failing grades) are unlikely to be motivated to try in the future (e.g., completing and turning in assignments). Specifically, after repeated failure experiences individuals with ADHD may start exhibiting negative maladaptive cognitions such as, “I can’t do it so why try.” It is noteworthy that the present study includes a young adolescent sample, a developmental period for which to date, there is minimal evidence to suggest that cognitive treatment approaches are effective (Antshel & Olszewski, 2014). As noted by Antshel and Olszewski, future intervention research for adolescents with ADHD should continue to emphasize a behavioral approach and skills building components (e.g., organizational skills training) but may also need to include cognitive components to address negative cognitions and motivation for academic tasks.

With respect to predictors of assignment completion and GPA, in this study we explored three potentially malleable predictors: homework materials management, homework behaviors, and time-management/planning skills. Homework materials management as measured by HPC Factor 2 at baseline was a significant longitudinal predictor of assignment completion and GPA at follow-up. This finding is consistent with prior work ( Langberg et al., 2011b ) and contributes to a growing body of research supporting the importance of homework materials management skills in adolescents with ADHD. This finding is logical when viewed in the context of the homework completion cycle (see Figure 1 ). Specifically, even when students are focused during work completion and manage time effectively, if they fail to bring home assignments or lose them after completion (i.e., material management), they will not be able to consistently turn work in to teachers. Accordingly, focus during homework completion and planning behaviors are likely necessary and important but not sufficient. This assertion is also consistent with the finding that ADHD medication use was not significantly associated with assignment completion. Specifically, ADHD medication can have a large and significant impact on homework completion behaviors (e.g., focus; Evans et al., 2001 ), but does not normalize materials management behaviors ( Abikoff et al., 2009 ).

Measuring Homework Completion

This study has some interesting implications for the measurement of homework problems. Middle school students with ADHD turn in significantly fewer homework assignments in comparison to their peers and this pattern seems to be pervasive across classes. Accordingly, weekly teacher report of missing assignments would seem to have strong potential as an idiographic measure of functioning to track progress associated with response to interventions. However, the homework completion cycle is complex and improvements in one aspect of the cycle with intervention may not result in changes in the percentage of assignments turned in. Consider an intervention that focuses on ensuring that adolescents record homework accurately. An adolescent who moves from recording homework accurately 20% of the time to doing so 75% of the time may still struggle with materials organization, focus and inattention during work completion, and procrastination/time-management, and fail to improve the rate of assignments completed. As such, measures need to be developed that comprehensively evaluate each step of the homework completion cycle in order to provide proximal indices of change for interventions targeting homework completion. One measure recently developed that has parent and teacher versions and that assesses multiple aspects of the homework completion cycle is the Homework Performance Questionnaire ( Power et al., 2014 ). Another measure that broadly assesses the academic behaviors that adolescents with ADHD struggle with including homework behaviors is the Adolescent Academic Problems Checklist (AAPC; Sibley, Altszuler, Morrow, & Merrill, 2014 ). Both of these measures would appear to be good tools for broadly assessing treatment outcomes with homework focused interventions as they have parent and teacher versions. However, they also do not assess all steps in the homework completion cycle and additional measure development is warranted to create a comprehensive measure that can be used to prioritize treatment targets.

Limitations

This study has a few limitations that should be noted. First, the sample size was modest, which may have limited our ability to detect smaller associations. Second, the study did not include a non-ADHD control group. The CPS asks teachers to report on the percent of assignments completed for the target adolescent and for the class as a whole. These data were used in the present study to compare the rates of assignment completion in the ADHD group to classmates. However, no information was available about the demographics or mental health characteristics of the classmates in this study. It is likely that there is considerable variability in assignment completion within a classroom and a more nuanced evaluation of this issue is needed. For example, it is possible that some of the “classmates” in this study met criteria for a Learning Disorder or an internalizing disorder, factors that might limit their homework completion and pull down teacher report of the class average. Third, teachers reported on the percentage of assignments completed and also assigned the grades from which GPA was generated. Accordingly, shared source variance could be considered a bias, inflating the association between homework and GPA. Further, it is important to acknowledge that one reason correlations between homework assignment completion and GPA are high is because assignment completion often accounts for a percentage of students’ grades (i.e., in addition to test performance and behavior). Future studies should seek to use more objective assignment completion data, such as gradebook records. Fourth, as noted above, there are many factors that might predict assignment completion and only a few were chosen for inclusion in this study. Other important factors that were not measured in this study that have been shown to be important in general education samples include attitudes about academics and homework, academic motivation, and self-regulation or executive functions ( Cooper et al., 1998 ; Xu & Wu, 2013 ).

Future Directions and Conclusions

Given the complexity of the homework completion cycle, adaptive interventions are needed that can provide needs-based intervention based upon assessment. There are multiple interventions that are effective for targeting homework and organization problems (e.g., Abikoff et al., 2013 ; Pfiffner et al., 2013 ; Power et al., 2012 ) and some that are specific to adolescents with ADHD ( Evans, Schultz, DeMars, & Davis, 2011 ; Langberg et al., 2012 ). However, these interventions are all one size fits all and are likely implementing unnecessary intervention components (e.g., targeting family involvement when that is not the issue or targeting accuracy of homework recording when materials organization is the primary problem). One way to streamline these interventions and to make it more likely that they will be widely disseminated and adopted would be to use an adaptive approach driven by assessment. Adaptive interventions have been developed for other conditions (e.g., Weisz et al., 2011 ; Weisz et al., 2012 ) and been shown to lead to greater improvements in comparisons to standard, one-size-fits-all, evidence-based treatments. Given that multiple evidence-based homework interventions exist for youth with ADHD, an important next step could be development of a modular, adaptive treatment. Such an intervention would need to take into consideration that the aspects of the homework completion cycle that are most relevant likely vary as a function of development.

The findings from this study suggest that homework completion is a critical component of the academic performance of young adolescents with ADHD and likely needs to be the focus of intervention when the referral question surrounds low and failing grades. Data from the present study show that homework completion problems are persistent across time and are unlikely to be ameliorated without intervention.

• Adolescents with ADHD turned in approximately 12% fewer assignments each academic quarter in comparison to their peers.
• The percentage of assignments turned in each quarter was stable over time.
• Assignments turned in at baseline predicted school grades 18 months later after controlling for baseline grades, achievement (reading and math), intelligence, family income, and race.
• Homework materials management abilities as rated by parents at baseline longitudinally predicted the percentage of assignments turned in.
• These findings demonstrate that homework assignment completion problems are persistent across time and an important intervention target for adolescents with ADHD referred for services because of low and failing grades.

Acknowledgments

This research was supported by a grant to the first and last authors from the National Institute of Mental Health (NIMH; R01MH082865).

The contents of this article do not necessarily represent the views of the National Institutes of Health and do not imply endorsement by the federal government.

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Contributor Information

Joshua M. Langberg, Virginia Commonwealth University.

Melissa R. Dvorsky, Virginia Commonwealth University.

Stephen J. Molitor, Virginia Commonwealth University.

Elizaveta Bourchtein, Virginia Commonwealth University.

Laura D. Eddy, Virginia Commonwealth University.

Zoe Smith, Virginia Commonwealth University.

Brandon K. Schultz, East Carolina University.

Steven W. Evans, Ohio University.

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Importance of Online Homework Assignments

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What is the significance of homework? This is a popular question because doing schoolwork at home isn't viewed as fun by most students. So let's go through some of the fundamental reasons why it's beneficial to any student.

Homework helps the student to learn how to use numerous academic resources, such as libraries, textbooks, and websites. It also teaches them how to study and work independently. In the process, they find ways to overcome difficulties they may encounter in their studies. And those difficulties will be encountered no matter how well students felt they mastered subjects in class during the school day.

Homework is an important component of the academic process, and elementary, middle, and high schools along with colleges and universities provide homework assignments for a variety of reasons. One of the key reasons is that it breaks down barriers and bridges the gap between home and school learning, establishing the realization that learning does not stop once the school day ends.

Another reason homework is assigned to students is that, in addition to learning from an academic perspective, they will also learn to plan and organize their work more effectively and efficiently.Online worksheets can be particularly useful in some areas, such as mathematics where repeated practice is essential. They are also very useful in Science and Language Arts where key concepts and vocabulary must me mastered.

Homework boosts student accomplishment in terms of grades, test results, as well as strengthening their commitment to their studies. Homework aids in the review and reinforcement of learning as well as the development of good study habits and useful skills.

Everyone knows that practice makes perfect. Students often recall only half of the information teachers present in class, and they must apply that information to properly understand it.

Quality online learning is more crucial than ever in the current situation, as many children are still expected to learn remotely. Therefore, online homework assignments must be as accessible at home as it is in the classroom.

Online homework assignments continue to be an important aspect of the remote learning process. Through the use of the Internet, homework can be conveniently planned and supervised with online resources.

Online assignments also allow teachers to better understand issues their students may have. As a result, teachers can more easily provide feedback on online homework performance. Moreover, not only do teachers and parents benefit from online home assignments, but parents can monitor their student’s progress.

The Benefits of Getting Online Homework Assignments for Students

In recent years, an increasing number of classes have adopted online homework systems that allow students to download assignments as they become available and submit them online for rapid feedback. Here are some of the benefits of getting online homework assignments for students:

Availability of Online Resources Students may use online homework assignments to identify areas where they need work. Working through difficult homework challenges as they arise also helps students develop confidence as they continue master academic tasks. Prior to the widespread use of online assignments, students had to wait for guidance until they returned to class. Therefore, as issues arose, they typically couldn't progress past obstacles they encountered in order to progress in their studies.

Development of Computer Skills Technology is here to stay. In order to be effective in the workplace, students of all ages must become familiar with the ins and outs of technology and its applications. Students that learn online computer skills at a young age will transition into the workplace in the years ahead.

Fewer Books and Notebooks to Carry As a result, there are fewer books to be transported from home to school each day, thus things are less likely to be forgotten or left behind. Students can log in to their accounts and print pages from certain sections or chapters as required. As a result, they’ll arrive at class prepared.

Allow Students to Submit Work from Anywhere they have access to the internet. Students have the freedom to carry their work with them wherever they go, whether at home or elsewhere, without having to physically turn in to their assignments.

Feedback in Real-Time Online homework assignments allow students to receive immediate feedback and, in some cases, grades on their work. Students benefit from immediate feedback because it allows them to quickly identify their strengths and weaknesses, allowing them to review their work shortly after completion, rather than waiting days, if not weeks, to find out if they comprehended the material.

What Are the Benefits of Online Homework for Parents?

Parents can have as much or as little access to their child's learning as they want with online resources. Online homework assignments and their results can be shared with parents, allowing them to be as involved in their child's learning and progress as possible.

Teachers can also message parents with any concerns or feedback through the online resource. This allows problems to be resolved swiftly. If a parent is concerned about their child's online homework performance, they can discuss their concerns with the teacher, which will help to resolve the difficulties as quickly as possible.

What Are the Advantages of Online Homework for Teachers?

Online homework assignments eliminate the need to print large volumes of paper for each student and guarantees that the homework assignment is clear and consistent for the entire class.

Also, online homework resources expand the range of activities and exercises beyond the range of what is possible to complete on paper. These online assignments can be tailored to match the needs of individual students, and if a student is having difficulty with a topic, they can communicate with their teacher. This means that teachers can provide critical feedback to students in real-time, and students can promptly correct any errors.

Online homework assignments save teachers time when marking homework, and grades can be easily submitted. As teachers spend so much of their time marking and supervising homework, an online homework assignment will save teachers many hours per week by making the process easier. This allows them to more efficiently use their classroom and classroom preparation time.

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What Is Therapy Homework?

Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

Dr. Sabrina Romanoff, PsyD, is a licensed clinical psychologist and a professor at Yeshiva University’s clinical psychology doctoral program.

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Types of Therapy That Involve Homework

If you’ve recently started going to therapy , you may find yourself being assigned therapy homework. You may wonder what exactly it entails and what purpose it serves. Therapy homework comprises tasks or assignments that your therapist asks you to complete between sessions, says Nicole Erkfitz , DSW, LCSW, a licensed clinical social worker and executive director at AMFM Healthcare, Virginia.

Homework can be given in any form of therapy, and it may come as a worksheet, a task to complete, or a thought/piece of knowledge you are requested to keep with you throughout the week, Dr. Erkfitz explains.

This article explores the role of homework in certain forms of therapy, the benefits therapy homework can offer, and some tips to help you comply with your homework assignments.

Therapy homework can be assigned as part of any type of therapy. However, some therapists and forms of therapy may utilize it more than others.

For instance, a 2019-study notes that therapy homework is an integral part of cognitive-behavioral therapy (CBT) . According to Dr. Erkfitz, therapy homework is built into the protocol and framework of CBT, as well as dialectical behavior therapy (DBT) , which is a sub-type of CBT.

Therefore, if you’re seeing a therapist who practices CBT or DBT, chances are you’ll regularly have homework to do.

On the other hand, an example of a type of therapy that doesn’t generally involve homework is eye movement desensitization and reprocessing (EMDR) therapy. EMDR is a type of therapy that generally relies on the relationship between the therapist and client during sessions and is a modality that specifically doesn’t rely on homework, says Dr. Erkfitz.

However, she explains that if the client is feeling rejuvenated and well after their processing session, for instance, their therapist may ask them to write down a list of times that their positive cognition came up for them over the next week.

"Regardless of the type of therapy, the best kind of homework is when you don’t even realize you were assigned homework," says Erkfitz.

Benefits of Therapy Homework

Below, Dr. Erkfitz explains the benefits of therapy homework.

It Helps Your Therapist Review Your Progress

The most important part of therapy homework is the follow-up discussion at the next session. The time you spend reviewing with your therapist how the past week went, if you completed your homework, or if you didn’t and why, gives your therapist valuable feedback on your progress and insight on how they can better support you.

It Gives Your Therapist More Insight

Therapy can be tricky because by the time you are committed to showing up and putting in the work, you are already bringing a better and stronger version of yourself than what you have been experiencing in your day-to-day life that led you to seek therapy.

Homework gives your therapist an inside look into your day-to-day life, which can sometimes be hard to recap in a session. Certain homework assignments keep you thinking throughout the week about what you want to share during your sessions, giving your therapist historical data to review and address.

It Helps Empower You

The sense of empowerment you can gain from utilizing your new skills, setting new boundaries , and redirecting your own cognitive distortions is something a therapist can’t give you in the therapy session. This is something you give yourself. Therapy homework is how you come to the realization that you got this and that you can do it.

"The main benefit of therapy homework is that it builds your skills as well as the understanding that you can do this on your own," says Erkfitz.

Tips for Your Therapy Homework

Below, Dr. Erkfitz shares some tips that can help with therapy homework:

• Set aside time for your homework: Create a designated time to complete your therapy homework. The aim of therapy homework is to keep you thinking and working on your goals between sessions. Use your designated time as a sacred space to invest in yourself and pour your thoughts and emotions into your homework, just as you would in a therapy session .
• Be honest: As therapists, we are not looking for you to write down what you think we want to read or what you think you should write down. It’s important to be honest with us, and yourself, about what you are truly feeling and thinking.
• Practice your skills: Completing the worksheet or log are important, but you also have to be willing to put your skills and learnings into practice. Allow yourself to be vulnerable and open to trying new things so that you can report back to your therapist about whether what you’re trying is working for you or not.
• Remember that it’s intended to help you: Therapy homework helps you maximize the benefits of therapy and get the most value out of the process. A 2013-study notes that better homework compliance is linked to better treatment outcomes.
• Talk to your therapist if you’re struggling: Therapy homework shouldn’t feel like work. If you find that you’re doing homework as a monotonous task, talk to your therapist and let them know that your heart isn’t in it and that you’re not finding it beneficial. They can explain the importance of the tasks to you, tailor your assignments to your preferences, or change their course of treatment if need be.

"When the therapy homework starts 'hitting home' for you, that’s when you know you’re on the right track and doing the work you need to be doing," says Erkfitz.

A Word From Verywell

Similar to how school involves classwork and homework, therapy can also involve in-person sessions and homework assignments.

If your therapist has assigned you homework, try to make time to do it. Completing it honestly can help you and your therapist gain insights into your emotional processes and overall progress. Most importantly, it can help you develop coping skills and practice them, which can boost your confidence, empower you, and make your therapeutic process more effective.

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We've tried, tested, and written unbiased reviews of the best online therapy programs including Talkspace, BetterHelp, and ReGain. Find out which option is the best for you.

Conklin LR, Strunk DR, Cooper AA. Therapist behaviors as predictors of immediate homework engagement in cognitive therapy for depression . Cognit Ther Res . 2018;42(1):16-23. doi:10.1007/s10608-017-9873-6

Lebeau RT, Davies CD, Culver NC, Craske MG. Homework compliance counts in cognitive-behavioral therapy . Cogn Behav Ther . 2013;42(3):171-179. doi:10.1080/16506073.2013.763286

By Sanjana Gupta Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.