Homework. What is it??? Homework is defined as tasks assigned to students by school teachers that...
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Transcript of Homework. What is it??? Homework is defined as tasks assigned to students by school teachers that...
![Page 1: Homework. What is it??? Homework is defined as tasks assigned to students by school teachers that are meant to be carried out during non- school hours.](https://reader035.fdocuments.in/reader035/viewer/2022062716/56649ddb5503460f94ad1d19/html5/thumbnails/1.jpg)
Homework
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What is it???
• Homework is defined as tasks assigned to students by school teachers that are meant to be carried out during non-school hours
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Distinctions in Homework Assignments
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Homework can be classified according to...
• (1) its amount: the frequency and length of assignments
• (2) its purpose: instructional and noninstructional
• (3) the skill area utilized (e.g.. read, submit written products, perform practice drill)
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And...• (4) the degree of individualization (are
assignments tailored to meet the needs of each student?)
• (5) the degree of choice permitted the student (are assignments compulsory or voluntary?)
• (6) completion deadlines (long-term or short-term?)
• (7) social context (is the assignment to be done independently or cooperatively?)
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Effects of Homework
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Positive Effects• Immediate achievement and learning
– Better retention of factual knowledge– Increased understanding– Better critical thinking, concept formation,
information-processing– Curriculum enrichment
• Long-term academic– Encourage learning during leisure time– Improved attitude toward school– Better study habits and skills
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• Nonacademic– Greater self-direction– Greater self-discipline– Better time organization– More inquisitiveness– More independent
problem-solving
• Greater parental appreciation of and involvement in schooling
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Negative Effects• Satiation
– Loss of interest in academic material– Physical and emotional fatigue
• Denial of access to leisure-time and community activities
• Parental interference– Pressure to complete assignments and
perform well– Confusion of instructional techniques
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• Cheating– Copying from other students– Help beyond tutoring
• Increased differences between high and low achievers
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Factors influencing the effectiveness of homework
1 1 3
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Exogenous Factors
• Student characteristics
• Student ability
• Student motivation
• Student study habits
• Subject matter
• Grade level
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Assignment Characteristics
• Amount
• Purpose
• Skill area utilized
• Degree of individualization
• Degree of student choice
• Completion deadlines
• Social context
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Initial Classroom Factors
• Provision of materials
• Facilitators
• Suggested approaches
• Links to curriculum
• Other rationales
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Home-Community Factors
• Competitors for student time
• Home environment, space, light, noise, and materials
• Involvement of others-- parents, siblings, other students
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Classroom Follow-Up
• Feedback-- written comments, grading, incentives
• Testing of related content
• Use in class discussion
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Outcomes or Effects
• Assignment completion
• Assignment performance
• Positive effects (noted above)
• Negative effects (noted above)
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Effectiveness of Homework
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• Three types of homework research can be used to help draw conclusions about the overall effectiveness of the practice
• The three topics are the comparisons of homework and no treatment, homework and in-class supervised study, and the relationship between time spent on homework and academic-related outcomes
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Findings...• The average student doing more homework
outperforms about 65% of students doing less homework
• Homework had a more positive, but small, effect on academic-related measures than did the form of supervised study offered by researchers as its appropriate equivalent
• The average student doing homework outperformed about 60% of students not doing homework
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Summary of Findings Concerning Variations in Homework
• Time on homework
– For elementary school, no effect
– For junior high school, positive effect up to 5-10 hours a week
– For high school, no effect until 1-5 hours, then positive effect
• Instructional purpose
– Preparation and/or practice more effective than current-content only
– Few data on other purposes
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• Skill area utilized– Not enough data to draw conclusions
• Degree of individualization– No difference between individual versus
group assignments– More data needed on possible interactions
• Degree of student choice– Not enough data to draw conclusions
• Parent involvement– Poor methodology prevents conclusions
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• Teacher instructional and evaluative comments, grade– No data on effectiveness per se– No difference in effect of different
strategies
• Incentives– Poor methodology prevents conclusions