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However, some parents, students and even some teachers feel that after 7-8 hours of lessons in school, it is unfair to expect students to come home and work for another three hours.The first reason that children should not be given homework is that they need time to relax and take their minds off work.
This is more likely for young children, hence the very low effect size for primary age students.
All of this makes sense to me and none of it challenges my predisposition to be a massive advocate for homework.
By being assigned work one day and knowing that it has to be done by the next day, they will develop a sense of punctuality by turning their work in on time.
And finally it allows parents to see how their children are being educated and they can develop a better idea of how they can help their child.
Ultimately, education is about values and attitudes and we need to see all research in that context. If you are reading this from Sweden, Tack för läsning.
My New Life In Usa Essay - Research Against Homework
The benefits of homework has been debated by teachers and parents for years as the very word evokes very negative connotations to every involved, students, parents and teachers.The key is to think about the micro- level issues, not to lose all of that in a ridiculous averaging process.Even at primary level, students are not all the same.This stems from a difficulty I have when I hear or read, fairly often, that ‘research shows that homework makes no difference’. Or, from two classes, 21 times out of a 100, using homework will be more effective. Turn the page: The studies show that the effect size at Primary Age is d = 0.15 and for Secondary students it is d = 0.64! On this basis, homework for secondary students has an ‘excellent’ effect.It is cited as a hard fact in articles such as this one by Tim Lott in the Guardian: Why do we torment kids with homework? Hattie then says that terms such as ‘small, medium and large’ need to be used with caution in respect of effect size. I am left thinking that, with a difference so marked, surely it is pure nonsense to aggregate these measures in the first place? Maybe, but the detail, as always, is worth looking at.Hattie is at pains to point out that there will be great variations across the different studies that simply average out to the effect size on his barometers. Finally, the evidence is that teacher involvement in homework is key to its success.Again, in truth, each study really needs to be looked at in detail. So, what Hattie actually says about homework is complex.As you would hope and expect, the book contains details of the statistical methodology underpinning a meta-analysis and the whole notion of ‘effect size’ that drives the thinking in the book.There is a discussion about what is measurable and how effect size can be interpreted in different ways. Helpfully he uses Homework studies as an example of the overall process of meta-analyses, so there is plenty of material.There is no meaningful sense in which it could be stated that “the research says X about homework” in a simple soundbite.There are some lessons to learn: The more specific and precise the task is, the more likely it is to make an impact for all learners.