The Debate on the Importance of Homework - Literature review Example

Case Study Name Institution Part 1: Article for the Conversation The Debate on the Importance of Homework Introduction Cooper et al. (2006) define homework as any task which is assigned by teachers for students to carry out during non-school hours. Homework can also be defined as those activities which are assigned to and performed by students outside the classroom as a way to apply their newly acquired knowledge and skills (Alanne & Macgregor, 2009). Recently the definition of homework has been extended to show that it involves those tasks to be carried out during noninstructional time (Ramdass & Zimmerman, 2011). Homework has for a long time been an important part of the education system in many parts of the world. In the early twentieth century, homework was used as a way to discipline the minds of students. During this time, the mind of the students was considered to be a muscle which could be exercised by memorization while at home. In the 1940s, however, questions were raised against the usefulness of homework. Scholars and researchers in education argued that students needed to be taught in a way that developed problem-solving skills instead of learning through drill. They also questioned how homework was being used as a punishment. In the 1950s and 1960s, the debate on the importance of homework resurfaced with some people arguing that it was putting excessive pressure on students to perform in academics (Cooper, 2008). Today the debate on the importance of homework in the teaching and learning process still exists. This debate revolves around the question whether there are any benefits of homework and specifically whether there is a nexus between homework and student achievement. This article focuses on answering the question whether homework is important. The Purpose of Homework There are different variations in homework which can be classified into the amount, the degree of choice and individualization, completion deadline and the skill area. Despite these variations, J.L. Epstein, Lee J.F. and Pruitt K.W. state that homework is designed to achieve either an instructional or non-instructional purpose or both (Cooper, 2008). The instructional purpose of homework is mainly to provide an opportunity for the student to review the material that has already been covered in school. Where extension assignments are given, students are required to apply what they have learned in class to the situations or the problems given in the assignments. Sometimes the assignments or homework given relates to the material to be covered in class during the next lesson. In such a case preparation assignments are given to the students to assist them to obtain the maximum benefits when the new material is taught in class (Cooper et al., 2006). Sometimes the homework given by teachers is not meant for instructional purposes only. There are times when homework is given to students for noninstructional purposes such as meeting the purposes of the teacher or the school administration. Sometimes assignments can be given to foster or establish effective communication between the parent and the child or to fulfill the directives of the school administration. The Impact of Homework on Students There are several effects associated with homework which are divided into positive and negative effects. The positive effects of homework can either be immediate academic effects, long-term academic effects and non-academic effects (Cooper et al., 2006). Cooper et al. (2006) argue that the immediate effects of homework on the students arise from the increased amount of time spent on academic tasks. As a result, students gain better retention of knowledge, improved understanding of the materials taught in class and the student is also able to gain critical thinking skills. The long-term effects facilitate learning by making the students be active participants in the learning process. Homework, therefore, encourages students to learn on their own and during their free time, improves their study habits and also changes their attitude towards school for the better (Alanne & Macgregor, 2009). These effects arise from the fact that homework takes learning from the classroom where the students are closely monitored by teachers to students’ homes where they learn through self-drive. Homework is also considered to promote personal development in the students. Other than the academic achievements attained through homework, students also gain self-direction and self-discipline, independent problem-solving and better time organization (Ramdass & Zimmerman, 2008). There are also negative effects associated with homework. Although the proponents of homework argue that it has the potential to improve the students’ attitude towards school, others argue that homework may negatively affect the attitude of the students towards learning (Cooper et al., 2006). The argument here is that homework increases the time spent on learning which over-exposes the students to academic tasks. Such overexposure to academic tasks may undermine the motivation to learn in the students. There is also the argument that homework denies the students time for leisure and other activities. Homework, therefore, denies the students the proper balance between learning and leisure. Parental involvement in homework also leads to over-reliance by students on other people and may promote cheating where students copy assignments from others. Conclusion and Way Forward The literature referred to in the above discussion has shown that there are several benefits associated with homework such as the improved understanding of the course materials, better retention of knowledge, improving students’ study habits and changing their attitude for the better. These benefits make homework an important part of the education system. Although there are questions about the link between homework and academic achievement, the literature from researchers such as Harris Cooper has shown that there are significant educational benefits arising from homework. Students need time to practice what is taught in class and homework created such an opportunity. It helps the students to develop critical thinking skills as they apply what they have learned. Despite the positive effects, the negative ones can also not be ignored. There is a need to ensure that homework is designed in such a way that it does not deny students time to engage in leisure activities. The amount of homework given should be considered to ensure that it does not demotivate the students in learning. References Alanne, N. & Macgregor, R. (2009). Homework: What are the upsides and downsides? Family School Organization, Australia. Cooper, H. (2008). Homework. Longman Publishers. Cooper, H., Robinson, J. & Patall, E. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76(1), 1-62. Ramdass, D. & Zimmerman, B. (2011). Developing self-regulation skills: The important role of homework. Journal of Advanced Academics, 22(2), 194-218. Part 2: Framing Paper The Homework or No Homework Debate The Debate The practice of assigning homework to students is common in many countries across the globe. This practice has been studied extensively to determine the importance of homework to students’ achievements (Bas et al., 2017). Despite the extensive research, there is still controversy over the subject of assigning homework to students. Today there are countries that have embarked on research to determine whether or not to ban the practice of assigning homework. In Canada, for example, the Canadian Council of Learning spearheaded a meta-analysis of educational research to determine (Canadian Council on Learning, 2009). Parents and educators in Canada have launched a crusade pushing for the banning of homework in schools. Some parents have resorted to court battles as is evidenced by a Canadian couple who won a case where they wanted their children to be exempted from homework (Pidd, 2009). The Ministry of Education in Malaysia also enacted a policy providing clear guidelines on assigning of homework after research revealed a lack of understanding of the nature and purpose of homework by Malaysian teachers. In Australia, the situation is not different. Although homework assignments are common in Australian schools, their value has been questioned leading to debates on whether or not to ban the practice of assigning homework (Dobozy, 2010). Media outlets in Australia have written severally from the parents’ perspectives on the subject of homework. In an article in The Australian, a parent narrates how homework has stolen their family life as their child is buried in books doing homework night after night (Gemmel, 2016). In a study by Kralovec (2007) parents were asked to give their views on homework and most of them expressed their dissatisfaction especially with the amount of homework given. The parents argued that since there is no research that has substantively shown the positive correlation between homework and academic achievement, toning it down will have little or no effect on the students. Other parents, as well as educators, argue that homework has deprived students their free time to do other activities which are also necessary for their growth and development and hence should be abolished. The time spent doing homework has demotivated students such that some have lost the zeal and self-drive to learn. The discussion above shows that the homework issue goes beyond education and has now become a national and international debate as different countries re-evaluate the place of homework in education. In Australia, the debate has taken shape, and there have been attempts to push for a ban on the practice of assigning homework (Dobozy, 2010). This framing paper focuses on the debate as to whether or not homework should be abolished. The paper uses literature from recognized authors and researchers whose work focuses on the practice of assigning homework and its relevance in education. The literature used in the paper is acquired by focusing on peer-reviewed journal articles and articles by governments or their departments. The paper also looks at newspaper articles expressing the views of stakeholders in education, such as parents and teachers, on the issue of homework and its importance today. The last section of the paper contains the way forward on the homework debate. Key Arguments There is no doubt that the practice of assigning homework has been one of the most debated issues in education. The controversy surrounding this practice arises from the numerous debates that have risen over the years as to the importance of homework to students. Cooper et al. (2006) note that the reaction against homework begun in the1940s and resurfaced again in the 1960s. Surprisingly enough, even with all these debates on the importance of homework, many schools and education systems across the globe still recognize homework as an integral part of the learning. One could argue that the reason the debates over the ban of homework have not been successful is that they lack a sufficient basis. This, however, is far from the truth as those who oppose the practice have raised significant issues that should be considered. In light of the debates and all the issues raised, I believe that the discussion on homework should not be focused on whether or not to ban but rather on the type of homework given. History should teach us that the practice of assigning homework is not going away anytime soon. In my opinion, therefore, educators, parents and teachers ought to focus the debate on what should be considered as homework rather than focusing on abolishing the practice (Graham, 2017). Cooper et al. (2006) provide a list of benefits that are associated with homework. He notes that assigning homework to students helps them better their knowledge on the course materials, improves the students’ ability to retain the knowledge gained in class, improves the attitude of the students towards learning and also improves their study habits. Fernandez-Alonso et al. (2015) argue that there is a positive relationship between homework and academic achievement subject to several conditions. They further state that before making that conclusion one must look at the effort made by the student, the student’s motivation, their interest in the assignment and the attitude towards the subjects. They also note that the time spent doing homework has no significant effect on performance (Fernandez-Alonso et al., 2015). The students who spent a lot of time performed poorly. Another factor that has an influence on the effect of homework on a student’s performance is the ability to work autonomously. A student who relies on their parents while doing homework may not reap the benefits associated with homework (Bas et al., 2017). Students must develop the ability to work autonomously in order to gain from doing homework. The above discussion reveals that there are benefits related to homework (Graham, 2017). However, for a student to reap these benefits, there are several factors that have to be observed. Too much homework, for example, does not help the student’s performance in any way. Students must also be ready to develop the ability to work autonomously without relying too much on their parents or fellow students. This discussion further seems to suggest that the focus of the debates on homework should be on the quality and content of the homework rather than doing away with the practice. There are those that oppose homework due to the negative effects associated with it. Researchers such as Bennett S. and Kalish N. make strong arguments against homework (Carr, 2013). These researchers argue that homework discriminates against the students who are from humble backgrounds who find it difficult to complete homework due to the inequities in their homes. There is also the argument that teachers today are not well trained on how to create and assign effective homework assignments. The argument by Carr (2013) seems to suggest that the problem with the practice of homework lies with how it is created and assigned. This point is further discussed by Cooper et al. (2006) whose study revealed that a student in a class where the right homework was assigned scored 26% more points than the average student in a class where no assignment was assigned. Further, the research also showed that the positive relationship between homework and academic achievement was evident in middle and secondary schools but not at the primary school level. Way Forward The discussion above has revealed that the debate on homework should not be focused on abolishing the practice but rather should focus on re-designing it to ensure that students get the right type of homework. In my opinion, the homework assignments given to students should focus on quality and not quantity. Research has shown that giving students too much assignment does not lead to better academic performance. Researchers have in fact found out that giving students too much homework leads to poor performance. This is because the students may end up being demotivated and lose interest in learning. Homework is meant to serve several benefits such as improving the learner’s interest in learning. This means that the assignments given must be capable of creating a learning interest in the learner rather than discouraging them. The second issue relates to the level at which assignments should be given. Carr (2013) finds that assigning homework to students at the elementary level has little or no benefits. Homework is more effective for students at the secondary level of education. The homework assigned to the students should be geared towards reinforcing key skills learned in the classroom. The last issue relates to the training of the teachers. Schools must ensure that the teachers are well-trained to ensure that they know and apply the best homework practices. Schools should provide teachers with the right tools necessary to create effective homework. Such training should frequently be held to ensure that the teachers are aware of the current practices in creating homework at all times. This will ensure that the teachers have the knowledge and skills to create and assign quality homework that is beneficial to the students. References Bas, G., Senturk, C. & Cigerci, F. (2017). Homework and academic achievement: A meta-analytic review of research. Issues in Educational Research, 27(1), 31-50. Canadian Council on Learning (2009). A systematic review of the literature examining the impact of homework on academic achievement. Canadian Council on Learning. Carr, N. (2013). Increasing the effectiveness of homework for all learners in the inclusive classroom. School Community Journal, 23(1), 169-182. Dobozy, E. (2010). Homework: Its forms and functions revisited, 2010. Edith Cowan University, Australia. Fernandez-Alonso, R., Muniz, J. & Suarez-Alvarez, J. (2015). Adolescents’ homework performance in Mathematics and Science: Personal factors and teaching practices. Journal of Education Psychology, 107(4), 1075-1085. Gemmell, N. (2016). Do kids need so much homework? Retrieved September 7, 2017, from: http://www.theaustralian.com.au/life/weekend-australian-magazine/do-kids-need-so-much-homework/news-story/821c05e3abca41a7cb06036baec707c3 Graham, J. (2017). What works and what doesn’t. Professional Voice, 11(3), 1-117. Kralovec, E. (2007). New thinking about homework. Encounter, 20(4), 1-117. Pidd, H. (2009). Canadian parents win legal battle against homework. Retrieved September 7, 2017, from: https://www.theguardian.com/world/2009/nov/18/canada-homework-milley Read More

There are several effects associated with homework which are divided into positive and negative effects. The positive effects of homework can either be immediate academic effects, long-term academic effects, and non-academic effects (Cooper et al., 2006). Cooper et al. (2006) argue that the immediate effects of homework on the students arise from the increased amount of time spent on academic tasks. As a result, students gain better retention of knowledge, improved understanding of the materials taught in class and the student is also able to gain critical thinking skills. The long-term effects facilitate learning by making the students be active participants in the learning process. Homework, therefore, encourages students to learn on their own and during their free time, improves their study habits, and also changes their attitude towards school for the better (Alanne & Macgregor, 2009). These effects arise from the fact that homework takes learning from the classroom where the students are closely monitored by teachers to students’ homes where they learn through self-drive. Homework is also considered to promote personal development in the students. Other than the academic achievements attained through homework, students also gain self-direction and self-discipline, independent problem-solving, and better time organization (Ramdass & Zimmerman, 2008).

There are also negative effects associated with homework. Although the proponents of homework argue that it has the potential to improve the student's attitude towards school, others argue that homework may negatively affect the attitude of the students towards learning (Cooper et al., 2006). The argument here is that homework increases the time spent on learning which over-exposes the students to academic tasks. Such overexposure to academic tasks may undermine the motivation to learn in the students. There is also the argument that homework denies the students time for leisure and other activities. Homework, therefore, denies the students the proper balance between learning and leisure. Parental involvement in homework also leads to over-reliance by students on other people and may promote cheating where students copy assignments from others.

The literature referred to in the above discussion has shown that there are several benefits associated with homework such as the improved understanding of the course materials, better retention of knowledge, improving students’ study habits, and changing their attitude for the better. These benefits make homework an important part of the education system. Although there are questions about the link between homework and academic achievement, the literature from researchers such as Harris Cooper has shown that significant educational benefits are arising from homework. Students need time to practice what is taught in class and homework created such an opportunity. It helps the students to develop critical thinking skills as they apply what they have learned. Despite the positive effects, the negative ones can also not be ignored. There is a need to ensure that homework is designed in such a way that it does not deny students time to engage in leisure activities. The amount of homework given should be considered to ensure that it does not demotivate the students in learning.

The practice of assigning homework to students is common in many countries across the globe. This practice has been studied extensively to determine the importance of homework to students’ achievements (Bas et al., 2017). Despite the extensive research, there is still controversy over the subject of assigning homework to students. Today some countries have embarked on research to determine whether or not to ban the practice of assigning homework. In Canada, for example, the Canadian Council of Learning spearheaded a meta-analysis of educational research to determine (Canadian Council on Learning, 2009).

Parents and educators in Canada have launched a crusade pushing for the banning of homework in schools. Some parents have resorted to court battles as is evidenced by a Canadian couple who won a case where they wanted their children to be exempted from homework (Pidd, 2009). The Ministry of Education in Malaysia also enacted a policy providing clear guidelines on assigning homework after research revealed a lack of understanding of the nature and purpose of homework by Malaysian teachers.   

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