importance of homework in teaching and learning

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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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

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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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Credit: August de Richelieu

Does homework still have value? A Johns Hopkins education expert weighs in

Joyce epstein, co-director of the center on school, family, and community partnerships, discusses why homework is essential, how to maximize its benefit to learners, and what the 'no-homework' approach gets wrong.

By Vicky Hallett

The necessity of homework has been a subject of debate since at least as far back as the 1890s, according to Joyce L. Epstein , co-director of the Center on School, Family, and Community Partnerships at Johns Hopkins University. "It's always been the case that parents, kids—and sometimes teachers, too—wonder if this is just busy work," Epstein says.

But after decades of researching how to improve schools, the professor in the Johns Hopkins School of Education remains certain that homework is essential—as long as the teachers have done their homework, too. The National Network of Partnership Schools , which she founded in 1995 to advise schools and districts on ways to improve comprehensive programs of family engagement, has developed hundreds of improved homework ideas through its Teachers Involve Parents in Schoolwork program. For an English class, a student might interview a parent on popular hairstyles from their youth and write about the differences between then and now. Or for science class, a family could identify forms of matter over the dinner table, labeling foods as liquids or solids. These innovative and interactive assignments not only reinforce concepts from the classroom but also foster creativity, spark discussions, and boost student motivation.

"We're not trying to eliminate homework procedures, but expand and enrich them," says Epstein, who is packing this research into a forthcoming book on the purposes and designs of homework. In the meantime, the Hub couldn't wait to ask her some questions:

What kind of homework training do teachers typically get?

Future teachers and administrators really have little formal training on how to design homework before they assign it. This means that most just repeat what their teachers did, or they follow textbook suggestions at the end of units. For example, future teachers are well prepared to teach reading and literacy skills at each grade level, and they continue to learn to improve their teaching of reading in ongoing in-service education. By contrast, most receive little or no training on the purposes and designs of homework in reading or other subjects. It is really important for future teachers to receive systematic training to understand that they have the power, opportunity, and obligation to design homework with a purpose.

Why do students need more interactive homework?

If homework assignments are always the same—10 math problems, six sentences with spelling words—homework can get boring and some kids just stop doing their assignments, especially in the middle and high school years. When we've asked teachers what's the best homework you've ever had or designed, invariably we hear examples of talking with a parent or grandparent or peer to share ideas. To be clear, parents should never be asked to "teach" seventh grade science or any other subject. Rather, teachers set up the homework assignments so that the student is in charge. It's always the student's homework. But a good activity can engage parents in a fun, collaborative way. Our data show that with "good" assignments, more kids finish their work, more kids interact with a family partner, and more parents say, "I learned what's happening in the curriculum." It all works around what the youngsters are learning.

Is family engagement really that important?

At Hopkins, I am part of the Center for Social Organization of Schools , a research center that studies how to improve many aspects of education to help all students do their best in school. One thing my colleagues and I realized was that we needed to look deeply into family and community engagement. There were so few references to this topic when we started that we had to build the field of study. When children go to school, their families "attend" with them whether a teacher can "see" the parents or not. So, family engagement is ever-present in the life of a school.

My daughter's elementary school doesn't assign homework until third grade. What's your take on "no homework" policies?

There are some parents, writers, and commentators who have argued against homework, especially for very young children. They suggest that children should have time to play after school. This, of course is true, but many kindergarten kids are excited to have homework like their older siblings. If they give homework, most teachers of young children make assignments very short—often following an informal rule of 10 minutes per grade level. "No homework" does not guarantee that all students will spend their free time in productive and imaginative play.

Some researchers and critics have consistently misinterpreted research findings. They have argued that homework should be assigned only at the high school level where data point to a strong connection of doing assignments with higher student achievement . However, as we discussed, some students stop doing homework. This leads, statistically, to results showing that doing homework or spending more minutes on homework is linked to higher student achievement. If slow or struggling students are not doing their assignments, they contribute to—or cause—this "result."

Teachers need to design homework that even struggling students want to do because it is interesting. Just about all students at any age level react positively to good assignments and will tell you so.

Did COVID change how schools and parents view homework?

Within 24 hours of the day school doors closed in March 2020, just about every school and district in the country figured out that teachers had to talk to and work with students' parents. This was not the same as homeschooling—teachers were still working hard to provide daily lessons. But if a child was learning at home in the living room, parents were more aware of what they were doing in school. One of the silver linings of COVID was that teachers reported that they gained a better understanding of their students' families. We collected wonderfully creative examples of activities from members of the National Network of Partnership Schools. I'm thinking of one art activity where every child talked with a parent about something that made their family unique. Then they drew their finding on a snowflake and returned it to share in class. In math, students talked with a parent about something the family liked so much that they could represent it 100 times. Conversations about schoolwork at home was the point.

How did you create so many homework activities via the Teachers Involve Parents in Schoolwork program?

We had several projects with educators to help them design interactive assignments, not just "do the next three examples on page 38." Teachers worked in teams to create TIPS activities, and then we turned their work into a standard TIPS format in math, reading/language arts, and science for grades K-8. Any teacher can use or adapt our prototypes to match their curricula.

Overall, we know that if future teachers and practicing educators were prepared to design homework assignments to meet specific purposes—including but not limited to interactive activities—more students would benefit from the important experience of doing their homework. And more parents would, indeed, be partners in education.

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Homework: How to Effectively Build the Learning Bridge

How has the global health crisis impacted the place that homework has in student learning and the school-home connection? Homework holds its place as a school tradition, expected by students and their parents as part of the experience of growing and learning. While there is ongoing debate about homework’s effectiveness, it is traditionally seen as a tool that strengthens academics by providing learning practice at home. John Hattie’s meta-analysis of relevant research on educational practices found that the overall effects of homework on learning are positive, and that the positive effect is highest for junior high and high school students but generally neutral for elementary students. In addition, there is variability depending on the type of homework as well as student demographics (Hattie, 2008).

Schools implementing the Responsive Classroom approach, whether in person or virtually, use homework to effectively build a learning bridge between home and school. When homework is used as a tool to build social, emotional, and academic learning beyond the school day, it takes on a different look and purpose than just more work to do at home. The goal of Responsive Classroom schools is to design homework that meets the basic needs of significance and belonging for every student by strengthening relationships, differentiating what success looks like for each child, and supporting students’ social, emotional, and academic learning.

Focus on Relationships

Homework that impedes relationships— either teacher-to-student, teacher-toparent, or student-to-parent—can potentially damage the home-school partnership. When educators examine the amount, type, and expectations of homework, they often start with the impact of homework on academic achievement. But when schools look beyond academic achievement and also include relationships, they will often rethink the look and purpose of homework.

Effectively building this school-to-home connection starts by replacing homework that impedes relationships with homework that will enhance them. Examples for building these connections include ways for students to share about family traditions, cultural practices, and/or family adventures. Lauren Komanitsky, a special education teacher at Christa McAuliffe Middle School in Jackson, New Jersey, observes:

I’ve seen tremendous enthusiasm for homework and projects that involve family members and their family history. [Students] love to learn about ancestors, interesting facts and stories, and simply getting a deeper understanding of their background. It inspires pride in them and that’s important for their identity. Students also love to do surveys and interviews of their family members. I think anything designed to create good, meaningful conversation between students and their families is time well spent. Lauren Komanitsky (personal communication, February 7, 2021)

Schools that use homework to strengthen home-school relationships embed opportunities for students to develop belonging and significance. As students share the home connections with their classmates and teachers, the classroom community will develop a larger sense of belonging because students see connections among common experiences.

Build Success for Every Student

Classrooms are diverse communities. While teachers intentionally differentiate learning during the school day, providing homework that meets the individual and cultural needs of each student requires additional attention.

One strategy for success for every student is to provide choice. Komanitsky has seen this strategy work when she has had students reflect on what they need and then select homework to meet that need:

Having kids select specific problems from a group, select what part of an overall project they are choosing to focus on, etc. . . . helps with creating a sense of autonomy. When we can give kids a choice in their learning based on their own self-reflection, they learn what it feels like to be in control of the process and this leads to more success. Lauren Komanitsky (personal communication, February 7, 2021)

When homework is designed for success for each student, the bridge between home and school supports a higher level of success and engagement.

Include Practice of Social and Emotional Learning Skills

The first guiding principle of the Responsive Classroom approach states, “Teaching social and emotional skills is as important as teaching academic content.” Social and emotional learning (SEL) is embedded in academic learning throughout the school day. Teachers can create a bridge between home and school by suggesting opportunities for students to practice SEL skills at home and in their community. For example, parents can have their children practice speaking with confidence by having them “make a request, place an order, or thank customer service workers” (Wilson, 2014, p. 67).

In addition, homework may involve students having conversations with family members about their learning histories—the successes, struggles, and strategies t hey encountered when they were students at different levels. When family members share their learning histories, students discover the application of the SEL and academic competencies of perseverance, cooperation, and responsibility. As Komanitsky points out:

When we share how we overcame struggles in certain academic subjects, it encourages perseverance and resilience in our students. Having parents and kids discuss their personal strengths and weaknesses and how they compensate when necessary is also a really good conversation. Lauren Komanitsky (personal communication, February 7, 2021)

Homework that focuses on SEL competencies provides for the transfer of these vital skills to a variety of real-life situations, both at home and in the community.

When schools approach homework as an extension of the learning day and see it as a way to strengthen relationships—between teachers and parents, students and parents, and students and teachers—homework becomes a valuable part of the school experience for every child. Students’ needs for belonging and significance are met and strengthened when homework provides for individual success. And when educators view homework as a tool to strengthen academic, social, and emotional learning, it becomes a valuable piece of the learning puzzle for every student.

• Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Wilson, M. B. (2014). The language of learning: Teaching students core thinking, listening, and speaking skills. Center for Responsive Schools, Inc

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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.

The Council for the Accreditation of Educator Preparation (CAEP) accredits the Neag School of Education at the University of Connecticut. Read more about CAEP Accreditation, including the programs covered and the accountability measures .

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• Professional development
• Managing resources

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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Study shows students in ‘active learning’ classrooms learn more than they think

For decades, there has been evidence that classroom techniques designed to get students to participate in the learning process produces better educational outcomes at virtually all levels.

And a new Harvard study suggests it may be important to let students know it.

The study , published Sept. 4 in the Proceedings of the National Academy of Sciences, shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies.

Lead author Louis Deslauriers , the director of science teaching and learning and senior physics preceptor, knew that students would learn more from active learning. He published a key study in Science in 2011 that showed just that. But many students and faculty remained hesitant to switch to it.

“Often, students seemed genuinely to prefer smooth-as-silk traditional lectures,” Deslauriers said. “We wanted to take them at their word. Perhaps they actually felt like they learned more from lectures than they did from active learning.”

In addition to Deslauriers, the study is authored by director of sciences education and physics lecturer Logan McCarty , senior preceptor in applied physics Kelly Miller, preceptor in physics Greg Kestin , and Kristina Callaghan, now a physics lecturer at the University of California, Merced.

The question of whether students’ perceptions of their learning matches with how well they’re actually learning is particularly important, Deslauriers said, because while students eventually see the value of active learning, initially it can feel frustrating.

“Deep learning is hard work. The effort involved in active learning can be misinterpreted as a sign of poor learning,” he said. “On the other hand, a superstar lecturer can explain things in such a way as to make students feel like they are learning more than they actually are.”

To understand that dichotomy, Deslauriers and his co-authors designed an experiment that would expose students in an introductory physics class to both traditional lectures and active learning.

For the first 11 weeks of the 15-week class, students were taught using standard methods by an experienced instructor. In the 12th week, half the class was randomly assigned to a classroom that used active learning, while the other half attended highly polished lectures. In a subsequent class, the two groups were reversed. Notably, both groups used identical class content and only active engagement with the material was toggled on and off.

Following each class, students were surveyed on how much they agreed or disagreed with statements such as “I feel like I learned a lot from this lecture” and “I wish all my physics courses were taught this way.” Students were also tested on how much they learned in the class with 12 multiple-choice questions.

When the results were tallied, the authors found that students felt as if they learned more from the lectures, but in fact scored higher on tests following the active learning sessions. “Actual learning and feeling of learning were strongly anticorrelated,” Deslauriers said, “as shown through the robust statistical analysis by co-author Kelly Miller, who is an expert in educational statistics and active learning.”

Those results, the study authors are quick to point out, shouldn’t be interpreted as suggesting students dislike active learning. In fact, many studies have shown students quickly warm to the idea, once they begin to see the results. “In all the courses at Harvard that we’ve transformed to active learning,” Deslauriers said, “the overall course evaluations went up.”

Co-author Kestin, who in addition to being a physicist is a video producer with PBS’ NOVA, said, “It can be tempting to engage the class simply by folding lectures into a compelling ‘story,’ especially when that’s what students seem to like. I show my students the data from this study on the first day of class to help them appreciate the importance of their own involvement in active learning.”

McCarty, who oversees curricular efforts across the sciences, hopes this study will encourage more of his colleagues to embrace active learning.

“We want to make sure that other instructors are thinking hard about the way they’re teaching,” he said. “In our classes, we start each topic by asking students to gather in small groups to solve some problems. While they work, we walk around the room to observe them and answer questions. Then we come together and give a short lecture targeted specifically at the misconceptions and struggles we saw during the problem-solving activity. So far we’ve transformed over a dozen classes to use this kind of active-learning approach. It’s extremely efficient — we can cover just as much material as we would using lectures.”

A pioneer in work on active learning, Balkanski Professor of Physics and Applied Physics Eric Mazur hailed the study as debunking long-held beliefs about how students learn.

“This work unambiguously debunks the illusion of learning from lectures,” he said. “It also explains why instructors and students cling to the belief that listening to lectures constitutes learning. I recommend every lecturer reads this article.”

Dean of Science Christopher Stubbs , Samuel C. Moncher Professor of Physics and of Astronomy, was an early convert. “When I first switched to teaching using active learning, some students resisted that change. This research confirms that faculty should persist and encourage active learning. Active engagement in every classroom, led by our incredible science faculty, should be the hallmark of residential undergraduate education at Harvard.”

Ultimately, Deslauriers said, the study shows that it’s important to ensure that neither instructors nor students are fooled into thinking that lectures are the best learning option. “Students might give fabulous evaluations to an amazing lecturer based on this feeling of learning, even though their actual learning isn’t optimal,” he said. “This could help to explain why study after study shows that student evaluations seem to be completely uncorrelated with actual learning.”

This research was supported with funding from the Harvard FAS Division of Science.

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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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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.

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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.

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Is Homework Necessary? Education Inequity and Its Impact on Students

The Problem with Homework: It Highlights Inequalities

How much homework is too much homework, when does homework actually help, negative effects of homework for students, how teachers can help.

Schools are getting rid of homework from Essex, Mass., to Los Angeles, Calif. Although the no-homework trend may sound alarming, especially to parents dreaming of their child’s acceptance to Harvard, Stanford or Yale, there is mounting evidence that eliminating homework in grade school may actually have great benefits , especially with regard to educational equity.

In fact, while the push to eliminate homework may come as a surprise to many adults, the debate is not new . Parents and educators have been talking about this subject for the last century, so that the educational pendulum continues to swing back and forth between the need for homework and the need to eliminate homework.

One of the most pressing talking points around homework is how it disproportionately affects students from less affluent families. The American Psychological Association (APA) explained:

“Kids from wealthier homes are more likely to have resources such as computers, internet connections, dedicated areas to do schoolwork and parents who tend to be more educated and more available to help them with tricky assignments. Kids from disadvantaged homes are more likely to work at afterschool jobs, or to be home without supervision in the evenings while their parents work multiple jobs.”

[RELATED] How to Advance Your Career: A Guide for Educators >> 

While students growing up in more affluent areas are likely playing sports, participating in other recreational activities after school, or receiving additional tutoring, children in disadvantaged areas are more likely headed to work after school, taking care of siblings while their parents work or dealing with an unstable home life. Adding homework into the mix is one more thing to deal with — and if the student is struggling, the task of completing homework can be too much to consider at the end of an already long school day.

While all students may groan at the mention of homework, it may be more than just a nuisance for poor and disadvantaged children, instead becoming another burden to carry and contend with.

Beyond the logistical issues, homework can negatively impact physical health and stress — and once again this may be a more significant problem among economically disadvantaged youth who typically already have a higher stress level than peers from more financially stable families .

Yet, today, it is not just the disadvantaged who suffer from the stressors that homework inflicts. A 2014 CNN article, “Is Homework Making Your Child Sick?” , covered the issue of extreme pressure placed on children of the affluent. The article looked at the results of a study surveying more than 4,300 students from 10 high-performing public and private high schools in upper-middle-class California communities.

“Their findings were troubling: Research showed that excessive homework is associated with high stress levels, physical health problems and lack of balance in children’s lives; 56% of the students in the study cited homework as a primary stressor in their lives,” according to the CNN story. “That children growing up in poverty are at-risk for a number of ailments is both intuitive and well-supported by research. More difficult to believe is the growing consensus that children on the other end of the spectrum, children raised in affluence, may also be at risk.”

When it comes to health and stress it is clear that excessive homework, for children at both ends of the spectrum, can be damaging. Which begs the question, how much homework is too much?

The National Education Association and the National Parent Teacher Association recommend that students spend 10 minutes per grade level per night on homework . That means that first graders should spend 10 minutes on homework, second graders 20 minutes and so on. But a study published by The American Journal of Family Therapy found that students are getting much more than that.

While 10 minutes per day doesn’t sound like much, that quickly adds up to an hour per night by sixth grade. The National Center for Education Statistics found that high school students get an average of 6.8 hours of homework per week, a figure that is much too high according to the Organization for Economic Cooperation and Development (OECD). It is also to be noted that this figure does not take into consideration the needs of underprivileged student populations.

In a study conducted by the OECD it was found that “after around four hours of homework per week, the additional time invested in homework has a negligible impact on performance .” That means that by asking our children to put in an hour or more per day of dedicated homework time, we are not only not helping them, but — according to the aforementioned studies — we are hurting them, both physically and emotionally.

What’s more is that homework is, as the name implies, to be completed at home, after a full day of learning that is typically six to seven hours long with breaks and lunch included. However, a study by the APA on how people develop expertise found that elite musicians, scientists and athletes do their most productive work for about only four hours per day. Similarly, companies like Tower Paddle Boards are experimenting with a five-hour workday, under the assumption that people are not able to be truly productive for much longer than that. CEO Stephan Aarstol told CNBC that he believes most Americans only get about two to three hours of work done in an eight-hour day.

In the scope of world history, homework is a fairly new construct in the U.S. Students of all ages have been receiving work to complete at home for centuries, but it was educational reformer Horace Mann who first brought the concept to America from Prussia. 

Since then, homework’s popularity has ebbed and flowed in the court of public opinion. In the 1930s, it was considered child labor (as, ironically, it compromised children’s ability to do chores at home). Then, in the 1950s, implementing mandatory homework was hailed as a way to ensure America’s youth were always one step ahead of Soviet children during the Cold War. Homework was formally mandated as a tool for boosting educational quality in 1986 by the U.S. Department of Education, and has remained in common practice ever since.  

School work assigned and completed outside of school hours is not without its benefits. Numerous studies have shown that regular homework has a hand in improving student performance and connecting students to their learning. When reviewing these studies, take them with a grain of salt; there are strong arguments for both sides, and only you will know which solution is best for your students or school. 

Homework improves student achievement.

• Source: The High School Journal, “ When is Homework Worth the Time?: Evaluating the Association between Homework and Achievement in High School Science and Math ,” 2012. 
• Source: IZA.org, “ Does High School Homework Increase Academic Achievement? ,” 2014. **Note: Study sample comprised only high school boys. 

Homework helps reinforce classroom learning.

• Source: “ Debunk This: People Remember 10 Percent of What They Read ,” 2015.

Homework helps students develop good study habits and life skills.

• Sources: The Repository @ St. Cloud State, “ Types of Homework and Their Effect on Student Achievement ,” 2017; Journal of Advanced Academics, “ Developing Self-Regulation Skills: The Important Role of Homework ,” 2011.
• Source: Journal of Advanced Academics, “ Developing Self-Regulation Skills: The Important Role of Homework ,” 2011.

Homework allows parents to be involved with their children’s learning.

• Parents can see what their children are learning and working on in school every day. 
• Parents can participate in their children’s learning by guiding them through homework assignments and reinforcing positive study and research habits.
• Homework observation and participation can help parents understand their children’s academic strengths and weaknesses, and even identify possible learning difficulties.
• Source: Phys.org, “ Sociologist Upends Notions about Parental Help with Homework ,” 2018.

While some amount of homework may help students connect to their learning and enhance their in-class performance, too much homework can have damaging effects. 

Students with too much homework have elevated stress levels. 

• Source: USA Today, “ Is It Time to Get Rid of Homework? Mental Health Experts Weigh In ,” 2021.
• Source: Stanford University, “ Stanford Research Shows Pitfalls of Homework ,” 2014.

Students with too much homework may be tempted to cheat. 

• Source: The Chronicle of Higher Education, “ High-Tech Cheating Abounds, and Professors Bear Some Blame ,” 2010.
• Source: The American Journal of Family Therapy, “ Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background ,” 2015.

Homework highlights digital inequity. 

• Sources: NEAToday.org, “ The Homework Gap: The ‘Cruelest Part of the Digital Divide’ ,” 2016; CNET.com, “ The Digital Divide Has Left Millions of School Kids Behind ,” 2021.
• Source: Investopedia, “ Digital Divide ,” 2022; International Journal of Education and Social Science, “ Getting the Homework Done: Social Class and Parents’ Relationship to Homework ,” 2015.
• Source: World Economic Forum, “ COVID-19 exposed the digital divide. Here’s how we can close it ,” 2021.

Homework does not help younger students.

• Source: Review of Educational Research, “ Does Homework Improve Academic Achievement? A Synthesis of Researcher, 1987-2003 ,” 2006.

To help students find the right balance and succeed, teachers and educators must start the homework conversation, both internally at their school and with parents. But in order to successfully advocate on behalf of students, teachers must be well educated on the subject, fully understanding the research and the outcomes that can be achieved by eliminating or reducing the homework burden. There is a plethora of research and writing on the subject for those interested in self-study.

For teachers looking for a more in-depth approach or for educators with a keen interest in educational equity, formal education may be the best route. If this latter option sounds appealing, there are now many reputable schools offering online master of education degree programs to help educators balance the demands of work and family life while furthering their education in the quest to help others.

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The Importance of Homework in Student Learning

Discover the importance of homework and learn how to make homework a valuable and effective tool for learning by setting clear expectations, providing timely feedback, and incorporating technology.

The pursuit of knowledge and the acquisition of new skills are essential for personal and professional growth. At the heart of this learning process lies a time-tested educational tool that has been the subject of much debate and scrutiny: homework. As students of all ages navigate their academic journeys , the question of why homework is important remains a topic of great interest for educators, parents, and learners alike.

Homework is important for adult learners as it reinforces concepts, develops time management and study habits, encourages independent learning, enhances critical thinking skills, and prepares them for exams, contributing to their overall educational success.

In this article, we delve deep into the role and significance of homework, exploring its historical roots, examining its impact on students’ academic performance , and assessing its effectiveness as a learning tool. Through a careful analysis of educational research findings, expert opinions, and real-world examples, we aim to shed light on the myriad ways homework contributes to the overall educational experience, fostering skills and habits that extend far beyond the classroom walls.

A Brief History of Homework

Homework has been a significant aspect of education for centuries, evolving in form and purpose as educational theories and practices have changed. The origins of homework can be traced back to ancient civilizations such as Greece, Rome , and China . In these societies, education was primarily reserved for the elite, and homework assignments were used to reinforce learning, develop skills, and expand knowledge. For example, ancient Greek tutors like Socrates and Plato would assign their students tasks such as reading, writing, or memorizing texts to deepen their understanding of philosophy and critical thinking.

The Middle Ages

During the Middle Ages, education was primarily focused on religious teachings and the clergy . Monastic schools and cathedral schools were common, and homework often involved copying religious texts, memorizing prayers, and studying religious doctrine. As universities began to emerge in Europe around the 12th century, scholars were assigned readings and written work to complement their lectures and debates, a practice that laid the groundwork for modern homework assignments.

The Renaissance and Enlightenment

The Renaissance and Enlightenment periods brought about significant changes in education, emphasizing humanism, the arts, and the sciences. This shift led to an increased focus on intellectual development, and homework became a means of fostering independent learning and critical thinking. Educators such as John Locke and Jean-Jacques Rousseau advocated for a more individualized approach to education , influencing the types of homework assignments given during this period.

The 19th and 20th Centuries

During the industrial revolution and the rise of compulsory education in the 19th century, homework gained importance as a way to strengthen classroom learning and prepare students for standardized tests. However, people started to worry about the possible negative effects of too much school work, sparking debates about its place in education.

In the early 20th century, the progressive education movement , led by influential thinkers like John Dewey, challenged the value of traditional homework, promoting experiential, hands-on learning instead. This led some schools to try reducing or even removing homework, but these changes often didn’t last long.

The Late 20th Century to Present

Towards the end of the 20th century, concerns about global competitiveness and preparing students for the modern workforce brought homework back into focus. This era saw an increase in research on homework effectiveness, with studies presenting mixed conclusions about its pros and cons.

Nowadays, the homework debate is still alive and well, as educators, parents, and policymakers consider its potential benefits and drawbacks. There’s a growing understanding of the need to balance homework’s advantages with students’ well-being, leading to ongoing discussions and attempts to improve homework practices in the 21st century.

Why is Homework Important? The Role of Homework in Adult Learning and Continuing Education

Homework plays a crucial role in adult learning and continuing education for mature students and adult learners . Unlike traditional K-12 and high school students , adult learners often have to balance their educational pursuits with work, family, and personal responsibilities. Though it may seem like a burden, homework can be a powerful tool for developing essential skills and reinforcing learning. We’ll look at the six key advantages of homework, emphasizing its importance in the adult learning process.

1. Development of Study Habits and Time Management Skills

One of the most significant benefits of homework is the development of study habits and time management skills . As adults balance their work, family, and personal lives, it becomes crucial to develop effective strategies for organizing their time. Homework assignments provide an opportunity to practice these skills, allowing learners to prioritize tasks, set deadlines, and allocate appropriate time for each responsibility.

Adult learners might benefit from creating a weekly schedule that outlines dedicated study sessions, factoring in work and family commitments. By establishing a routine, they can ensure consistency and accountability in their studies. Additionally, using tools like to-do lists, calendars, or time-tracking apps can help adult learners stay organized and manage their time more efficiently.

Related: Building The Learning Habit As An Adult Student

2. Reinforcement of Learning

Homework serves as an essential tool for reinforcing the concepts and information presented in class. By practicing and applying their newly acquired knowledge, adult learners solidify their understanding of the subject matter. This reinforcement helps to bridge the gap between the classroom and real-world application, ensuring that learners retain the information and can apply it confidently in various contexts.

An adult learner studying a foreign language might be assigned a homework task that involves practicing vocabulary, grammar exercises, or listening to audio recordings. These tasks help the learner internalize the new language skills and improve their fluency. Similarly, someone enrolled in a professional development course might complete case studies or simulations to apply the theories and techniques they’ve learned to realistic situations, thereby reinforcing their practical understanding of the subject.

3. Preparation for Tests and Exams

Another advantage of homework is its role in preparing adult learners for tests and exams . Regular homework assignments expose learners to a variety of question formats and problem-solving techniques , simulating the conditions they will encounter during assessments. As a result, they become familiar with the material, reducing anxiety and improving their overall performance.

A mature student preparing for a certification exam in their field might be given practice tests or quizzes as part of their homework assignments. These assessments help the learner identify areas where they need further study and provide them with feedback on their progress. As the exam approaches, the learner will have a better understanding of the material and will be more confident in their ability to perform well.

Related: Stressors That Mature Students Can Face Returning To Uni

4. Encouragement of Independent Learning

Homework encourages independent learning, a skill that is invaluable in today’s rapidly changing world. By completing assignments on their own, adult learners develop the ability to research, analyze, and draw conclusions without relying on external guidance. This autonomy fosters a sense of self-reliance and confidence , empowering learners to take charge of their educational journey.

An adult learner enrolled in an online course might be tasked with researching a topic, synthesizing their findings, and presenting a well-argued position in a written report. By taking the initiative to seek out information, assess its credibility, and draw its own conclusions, the learner is honing their independent learning skills, which can be applied to various aspects of their personal and professional lives.

5. Enhances Critical Thinking Skills

Homework assignments often require adult learners to think critically and creatively to solve problems or answer questions. This process enhances their critical thinking skills, allowing them to evaluate information, identify patterns, and make well-informed decisions. Developing strong critical thinking skills is essential in navigating the complexities of modern life and contributes to personal and professional success.

An adult learner pursuing a degree in business management might be asked to analyze a case study and propose a strategic solution to a given problem. By examining the situation from different perspectives, evaluating potential outcomes, and considering alternative solutions, the learner strengthens their critical thinking abilities. This skill set is invaluable in the workplace, where making informed decisions and solving complex problems are often part of daily tasks.

Related: 6 Main Motivators Adult Learners Pursue Their Education

6. Customized Learning Experience

Adult learners often have diverse educational backgrounds , learning styles, and life experiences. Homework allows them to tailor their learning experience to their unique needs and preferences. By working at their own pace, seeking out resources that match their learning style, and focusing on areas where they need improvement, adult learners can create a personalized educational journey that maximizes their potential for success.

Adult learner with a visual learning style might supplement their assigned readings with videos, diagrams, or infographics to enhance their understanding of the material. Another learner might prefer to join a study group to discuss concepts and collaborate on assignments, providing them with the social interaction that supports their learning. By taking the initiative to customize their learning experience, adult learners can ensure that they are engaging with the material in a way that best suits their individual needs, ultimately leading to a more successful educational experience.

Disadvantages of Homework

Homework has long been seen as a vital part of learning, but it’s crucial to acknowledge its possible downsides. We’ll dive into eight homework disadvantages, examining their effects on students and offering ideas for addressing these concerns.

1. An Overwhelming Workload Can Lead to Stress and Burnout

Too much homework can be daunting for students, causing stress and burnout. This may lead to reduced motivation, disconnection from learning, and even physical health problems like fatigue, sleeplessness, and weakened immune systems. It’s important for educators to find a balance between homework’s benefits and not overloading students.

Imagine a working adult learner who’s also a parent, struggling to find time and energy for multiple lengthy assignments each week. To prevent overwhelming students like these, educators could think about offering more flexible deadlines, dividing larger assignments into smaller tasks, or providing a choice of assignments catering to different learning styles and interests.

2. Takes Away from Other Activities and Family Time

Homework can take away valuable time from other activities , such as extracurricular pursuits, hobbies, and family time. These activities are essential for fostering personal growth, social connections, and maintaining a healthy work-life balance. Educators should be mindful of the time commitment required for homework assignments and consider alternative ways to support learning.

Rather than assigning lengthy written tasks, teachers might encourage adult learners to engage in hands-on learning experiences that align with their personal interests or career goals. This approach can provide a more enriching and enjoyable learning experience while still reinforcing the course material. Additionally, incorporating collaborative or group-based assignments can help learners develop communication and teamwork skills while reducing the time spent on individual tasks.

3. Some Students May Not Have Access to Resources Needed for Homework

Not all students have equal access to resources , such as computers, the internet, and study materials, which can create barriers to completing homework assignments. This can exacerbate existing educational inequalities and limit opportunities for success. Schools should work to ensure that all students have access to the necessary resources to complete their homework assignments.

One solution could be for schools or community centers to offer access to computers, internet connections, and other resources during extended hours. This would provide adult learners with a conducive environment in which to complete their assignments, even if they lack the necessary resources at home. Alternatively, educators might consider offering additional support, such as tutoring or mentoring programs, to help learners overcome these barriers and succeed in their studies.

4. Disproportionate Impact on Disadvantaged Students

Homework can disproportionately impact disadvantaged students , who may face additional challenges such as limited access to resources, unsafe or unstable home environments, or the need to work to support their families. These factors can make it difficult for them to complete assignments and maintain academic progress. Educators should be sensitive to the unique challenges faced by these students and provide support accordingly.

A student who works long hours to support their family might struggle to find the time and energy to complete assignments. In these cases, educators could provide additional flexibility with deadlines, offer alternative assignments that align with the student’s schedule or allow for collaboration with classmates to reduce the individual workload. Schools can also provide access to support services, such as academic advisors or counselors, who can help students navigate their challenges and develop strategies to balance their responsibilities.

5. Negative Impact on Mental Health

Excessive homework can negatively impact students’ mental health , contributing to anxiety, depression, and sleep disturbances. Educators should be aware of the potential mental health implications and strive to create a supportive learning environment that balances academic demands with students’ well-being.

One way to address this issue is by incorporating mindfulness and stress management techniques into the curriculum. For instance, teachers could dedicate a few minutes at the beginning or end of each class to guided relaxation exercises or encourage students to practice self-care strategies, such as taking breaks, exercising, and getting sufficient sleep. Additionally, schools could offer mental health resources, such as workshops or counseling services, to help students manage stress and maintain emotional well-being.

Related: The Effects of Standardized Testing on Students’ Mental Health

6. Lack of Creativity and Diversity in Assignments

Many homework assignments lack creativity and diversity, focusing on rote memorization and repetitive tasks. This can lead to disengagement and a lack of interest in learning. Educators should strive to design engaging and diverse assignments that challenge students and foster a love of learning.

For instance, instead of assigning a traditional written report, teachers could ask students to create multimedia presentations, develop interactive simulations, or participate in real-world problem-solving projects. By offering a variety of assignments that cater to different learning styles, interests, and abilities, educators can keep students engaged and motivated while promoting a deeper understanding of the subject matter.

7. Can Be Repetitive and Tedious, Leading to Disengagement

Repetitive and tedious homework assignments can lead to disengagement and a loss of interest in learning. When students are constantly asked to complete the same types of tasks, they may become bored and lose the motivation to engage with the material. To combat this, educators should vary the types of assignments they give, incorporating a mix of project-based learning, collaborative work, and independent research to maintain students’ interest and motivation.

A teacher might alternate between assigning traditional problem sets, group projects, and creative tasks that allow students to explore the subject matter in a more personal and engaging way. By offering a diverse range of assignments, educators can cater to different learning styles and preferences, ensuring that each student remains engaged and motivated throughout the learning process.

I like a teacher who gives you something to take home to think about besides homework. Lily Tomlin

Another strategy to reduce the repetitiveness and tedium of homework is to incorporate real-world applications and connections into assignments. This can help students understand the relevance of the material, making it more meaningful and engaging. For instance, a math teacher could ask students to analyze the financial aspects of a real-life scenario or a history teacher might encourage learners to explore historical events from different perspectives.

8. Dependence on Homework as the Sole Measure of Student Progress

Relying solely on homework as a measure of student progress can be problematic, as it does not account for the full range of learning experiences and individual differences. Homework performance may be influenced by factors such as time constraints, resource availability, and personal circumstances, which do not necessarily reflect a student’s true understanding of the material.

Educators should use a variety of assessment methods, including in-class participation, quizzes, and project-based assessments, to gain a more accurate understanding of student’s progress and learning needs. For example, a teacher might evaluate a student’s understanding of a concept through classroom discussions, group activities, or written reflections. These diverse assessment methods can provide a more comprehensive picture of a student’s strengths, weaknesses, and areas for improvement.

In addition to varied assessment methods, providing ongoing feedback and opportunities for self-assessment can help students monitor their own progress and take ownership of their learning. Teachers can offer constructive feedback on assignments, highlighting both areas of success and areas that need improvement, and encourage students to set goals and develop action plans to address their learning needs.

Making Homework Effective: Strategies for Adult Learners and Mature Students

Adult learners and mature students face unique challenges when it comes to making homework effective. Balancing work, family, and personal responsibilities can make it difficult to find the time and motivation to complete assignments. However, with the right strategies, these individuals can maximize the benefits of homework and enhance their learning experience.

Prioritize and Schedule

One of the most critical steps in making homework effective is prioritizing and scheduling study time. Adult learners should create a weekly schedule that includes dedicated time for completing assignments. By setting aside regular, uninterrupted periods for homework, students can maintain focus and momentum, making the most of their study sessions.

A student might designate specific evenings or weekends for homework, taking into account their work and family commitments. By establishing a routine and consistently adhering to it, adult learners can develop strong time management habits and ensure that they have ample opportunity to complete their assignments.

Break Down Tasks into Manageable Chunks

Large assignments can be overwhelming, leading to procrastination and reduced productivity. Breaking down tasks into smaller, manageable chunks can make them less daunting and more achievable. Adult learners can create a task list for each assignment, identifying the steps required to complete the work and allocating time for each component.

A student working on a research paper might divide the assignment into several steps, such as selecting a topic, conducting research, drafting an outline, writing the body, and revising the final draft. By tackling one step at a time and setting deadlines for each phase, learners can maintain a sense of progress and accomplishment, ultimately making the assignment more manageable.

Create a Conducive Study Environment

A conducive study environment is essential for maximizing focus and productivity. Adult learners should identify a quiet, comfortable space where they can work without distractions . This may involve setting up a dedicated workspace at home, using noise-canceling headphones, or finding a local library or coffee shop that offers a suitable environment.

To create a productive study space, learners should consider factors such as lighting, ergonomics, and access to necessary resources, like textbooks, computers, or internet connection. Personalizing the space with inspirational quotes or images can also help maintain motivation and focus. Additionally, setting boundaries and communicating with family members or housemates about the importance of minimizing interruptions during study sessions can further enhance the effectiveness of the study environment.

Leverage Technology and Resources

Technology can be a powerful ally in making homework effective. Adult learners can use digital tools to enhance their organization, research, and learning abilities. For example, online resources like educational websites, videos, and forums can provide valuable supplementary information, while note-taking and project management apps can help streamline the study process.

One such tool is a digital calendar, which can help learners set reminders for deadlines and study sessions. Additionally, learners can use resources like Khan Academy or Coursera for in-depth tutorials and courses on various subjects. Utilizing these tools can help adult learners stay organized, find relevant resources, and make the most of their study time.

Related: Learn, Adapt, Succeed: Why Adult Learning Is Essential in Today’s World

Seek Help When Needed

Even the most dedicated adult learners may struggle with certain concepts or assignments. It’s important not to be afraid to seek homework help when needed. This can involve reaching out to instructors or classmates, joining a study group, or using online resources like tutoring services or forums.

A student who is struggling with a particular math concept could ask their instructor for clarification, connect with a peer who has a strong grasp of the subject, or even turn to websites like Math Stack Exchange for guidance. Seeking assistance can help adult learners overcome obstacles, deepen their understanding, and build a strong support network.

Engage in Active Learning Techniques

Active learning techniques , such as summarizing information, teaching others, or creating visual aids like mind maps and diagrams, can help reinforce understanding and improve retention. Adult learners should incorporate these techniques into their study routines to make homework more effective and engaging.

A learner who needs to memorize historical facts might create flashcards, quiz themselves, or draw a timeline to visualize events. By engaging with the material in a dynamic and interactive way, adult learners can enhance their memory retention and comprehension.

Reflect and Review

Regular reflection and review are crucial for making homework effective. Adult learners should take the time to evaluate their progress , identify areas of improvement, and adjust their study strategies as needed. By regularly reviewing their schoolwork and learning outcomes, students can ensure they stay on track and continue to grow.

This might involve setting aside time each week to assess completed assignments, noting any recurring challenges, and identifying patterns in their performance. By reflecting on their learning experiences, adult learners can develop a deeper understanding of their strengths and weaknesses, and ultimately adapt their study habits for optimal success.

Striking the Balance: How Adult Learners Juggle Homework and Life Responsibilities

Adult learners and older students often face the challenge of balancing their educational pursuits with their personal, professional, and family responsibilities. Finding the right equilibrium is crucial for maintaining well-being and achieving academic success.

A. Establish Clear Goals and Priorities

Setting clear goals and priorities is essential for adult learners to manage their time effectively. By identifying their short-term and long-term objectives , students can make informed decisions about which tasks to prioritize and allocate their time accordingly. This may involve focusing on high-impact assignments or coursework that aligns with their career goals while delegating or reducing time spent on lower-priority tasks.

An older student who is pursuing a degree in marketing might prioritize assignments and projects related to marketing strategies or analytics, as these directly align with their career goals. Meanwhile, they might allocate less time to subjects that are less relevant to their chosen field, such as elective courses or general education requirements.

B. Communicate with Family, Friends, and Employers

Open communication with family, friends, and employers is vital in balancing life responsibilities with educational pursuits. Adult learners should discuss their educational goals and time commitments with their support network, ensuring that everyone is aware of their needs and expectations. This can help create a supportive environment, reduce misunderstandings, and facilitate cooperation in sharing responsibilities.

A mature student could hold a family meeting to discuss their course schedule and study hours, so their spouse and children understand when they need quiet time to focus on their studies. Similarly, they could inform their employer about their educational commitments and negotiate a flexible work schedule or request time off for exams or major projects. Joining a networking support group, like homework clubs could help the adult learner adapt to the demands and rigors of school work.

Related: How Mature Students Learn Differently from Their Peers

C. Develop a Routine and Stick to It

Developing a consistent routine can help adult learners manage their time more effectively. By setting aside specific times for study, work, and personal activities, students can establish a rhythm that allows them to juggle their responsibilities more efficiently. Consistency is key ; adhering to a routine can help minimize distractions, reduce procrastination, and promote productivity.

An adult learner might designate weekday evenings from 6 pm to 8 pm for study time, reserving weekends for family activities and relaxation. By consistently adhering to this schedule, they can create a routine that becomes an ingrained habit, making it easier to balance their educational and personal commitments.

D. Practice Self-Care and Stress Management

Managing stress and practicing self-care is crucial for adult learners as they balance multiple responsibilities. This may involve incorporating regular exercises, such as taking a daily walk or participating in a fitness class, maintaining a healthy diet by eating balanced meals and staying hydrated, getting sufficient sleep, and engaging in relaxation techniques such as meditation, deep breathing, or yoga. By prioritizing their well-being, adult learners can better manage stress and maintain the energy needed to excel in their studies.

Adult learners might set aside time each morning for a brief meditation session or a short workout, helping them start their day with a clear mind and increased energy levels. Mature students who have access to campus facilities may also take part in an extracurricular activity that helps manage stress in school.

Related: Here’s how To Thrive and Succeed as A Mature Student

E. Learn to Say No

Adult learners and mature students must learn to set boundaries and say no when necessary. While it can be challenging to decline additional commitments, recognizing their limits and prioritizing their education is essential for achieving balance. By being selective with their time and energy, adult learners can avoid overextending themselves and maintain focus on their student achievement.

If a friend invites an adult learner to join a time-consuming volunteer project, they may need to politely decline or suggest a less demanding role that aligns with their current commitments and priorities.

F. Utilize Flexible Learning Options

Many educational institutions offer flexible learning options , such as online courses, evening classes, or accelerated programs, to accommodate adult learners’ schedules. By taking advantage of these opportunities, students can tailor their educational experience to fit their unique circumstances, making it easier to balance their homework studies with their life responsibilities.

Adult learners with full-time jobs might choose to enroll in evening or weekend classes or opt for online courses that allow them to study at their own pace, making it more manageable to juggle work and education.

Related: Studying as A Mature Student and Why They’re Better Learners

G. Celebrate Achievements and Progress

Balancing homework and life responsibilities can be challenging, and it’s essential to recognize and celebrate progress and achievements along the way. By acknowledging their accomplishments and milestones, adult learners can maintain motivation , boost their self-esteem, and reinforce their commitment to their educational goals.

For instance, when an adult learner successfully completes a challenging course or receives a good grade level on a major assignment, they might celebrate by treating themselves to a special dinner or enjoying a relaxing evening with friends and family.

Recommended: Every Little Win: How Celebrating Small Victories Can Lead to Big Joy by Todd and Brooke Tilghman

The history of homework is complex and multifaceted, reflecting the evolving nature of education throughout the centuries. From its origins in ancient civilizations to its current role in modern education, homework assignment has served various purposes, including reinforcing learning, promoting independent study, and fostering critical thinking skills. As the debate over homework’s effectiveness continues, its future role in education will likely be shaped by ongoing research, discussions, and societal trends.

Homework is an essential aspect of adult learning and education, contributing to the development of study habits, time management skills, reinforcement of learning, preparation for tests and exams, independent learning, and critical thinking skills enhancement. Embracing homework can enable adult learners to reach their full potential and achieve success in their educational endeavors. However, it is also crucial to recognize and address the potential disadvantages of homework, such as its impact on students’ well-being, access to resources, and engagement in learning. Thoughtful consideration of these factors can help create a balanced and supportive learning environment that fosters both academic achievement and personal growth.

To make homework effective for adult learners and mature students, a combination of organization, prioritization, leveraging resources, and engaging in active learning techniques is required. Adopting these strategies can help maximize the benefits of homework, enhance students’ understanding of the material, and lead to greater student success in their educational pursuits. Some key techniques include scheduling dedicated study time, breaking down tasks into manageable chunks, creating a conducive study environment, using technology and resources to support learning, seeking help when needed, employing active learning techniques, and reflecting on and reviewing progress regularly.

Balancing homework and life responsibilities is a common challenge faced by adult learners and mature students. Several strategies can help individuals find the right balance and thrive in their educational pursuits. Establishing clear goals and priorities can assist in effectively managing time and ensuring that academic tasks align with personal and professional objectives. Open communication with family, friends, and employers is essential to create a supportive environment and facilitate cooperation in sharing responsibilities.

Developing a consistent routine, including specific times for study, work, and personal activities, can help maintain focus and productivity. Practicing self-care and stress management, such as regular exercise, a healthy diet, sufficient sleep, and relaxation techniques, is vital for managing stress and maintaining the energy required for academic success and better grades. Adult learners should also learn to set boundaries , say no when necessary, and avoid overextending themselves to maintain focus on their educational goals.

Taking advantage of flexible learning options, such as online courses, evening classes, or accelerated programs, can help accommodate adult learners’ schedules and facilitate balancing studies with other life responsibilities. Acknowledging and celebrating achievements and milestones along the way can boost motivation, and self-esteem, and reinforce the commitment to educational goals. In conclusion, a combination of effective homework strategies and balancing techniques can support adult learners and mature students in their pursuit of academic success and personal growth.

AdultLearnerGuide.com participates in the Amazon Services LLC Associates Program and other affiliate programs and may earn advertising fees by advertising and linking to Amazon.com and other affiliated platforms.

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Home » The Importance of Homework in Learning

The Importance of Homework in Learning

Posted on January 16, 2019 by Cognitive - Articles

The last thing that children would want to do after a long day at school is homework. It is difficult to make them do their homework because they are often too tired from school and other co-curricular activities. They are also distracted by the games and other forms of entertainment at home. This is a real challenge for parents because it often starts dispute between them and their children especially when their children refuse to do their homework. However, it is important to know that while doing homework merely feels like completing a task just because it was assigned by the school, homework does play an important role in the learning process of children.

• Homework teaches children to be independent, to take initiative and responsibility for completing a task, and it helps children to develop a sense of self-discipline. Doing school work at home helps the children to practice working alone without asking for help from their classmates and teachers.
• Homework teaches children to be resourceful. As they must do things on their own, they have to learn how to use available sources of information at home such as the internet and books. This boost their confidence in independent problem-solving and in handling situations alone in the future. This also improves their research skills and exposes them to wider range of learning through the usage of additional materials.
• Homework gives an opportunity for parents to monitor their children’s academic progress. Throughout the years, research studies have consistently shown that parental involvement in a child’s learning is an important factor in determining a child’s achievement in school. Homework allows parents to have an active role in their child’s education and helps them to evaluate and monitor their child’s progress. Moreover, the process of doing homework also provides an extra venue for parents to interact and bond with their child.
• Homework allows children recap on the skills, concepts and information that they have learned in class. They get to practice on what they have learned and apply it in their homework. This continuous process of recap and application would provide a stronger reinforcement regarding the information and would allow for a stronger retention of information in their minds and make learning more efficient.

However, as much as doing homework contributes to the learning process of children, it must also be noted that too much homework can cause them stress and exhaustion. Too much pressure can lead to debilitating effects on the child’s health and mental psyche. A child’s health should not be compromised just for the sake of doing homework. As the saying goes “All work and no play make Jack a dull boy.” Allowing them a 15-minute break in between each task makes a vast difference in the child’s concentration and attention levels towards the tasks.

It must also be noted that homework that are out of their depth will cause the child to lose interest and confidence in the subject. They will feel that no one provide help for them and no matter how hard they try, they are just going to get the questions wrong. So, it is advisable that whenever your child is learning something new in school, take time to sit with them and go through the homework first before allowing them to complete the rest of the homework independently. Don’t forget to also check in on their homework progress every once in a while and help them out. There might be a few things that they have forgotten, or they don’t feel confident enough to attempt independently so it will be good to let the child know that you are always ready to help them and that they are not alone.

Homework Support Program (Please click here to contact us about this service from Cognitive)

Homework Support Program is a service provided to assist children in their homework. The service includes giving additional activities and learning materials for children to help them fully understand the various skills and concepts that they have learnt in school. It also provides a platform for constant revision to take place and allows the child to constantly revise and reinforce on the information that they have learnt before. This program is ideal for families whereby both parents are working. It also provides parents with more opportunities to build and maintain a harmonious relationship with their child because parents will be free from the worries and frustrations regarding their child’s homework issues, thus lessening the probability for arguments to take place.

Bibliography

Atkinson, J. (n.d.). Why Homework is Important . Retrieved from scholastic.com: https://www.scholastic.com/teachers/articles/teaching-content/homework-why-it-important/

e-skool. (2010, October 27). E-skool . Retrieved from Top 14 Reason Why Homework is Important: http://blog.eskool.ca/parenting/why-homework-is-important/

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Academic Avatar: USU Professor Levels Up USU Course With Homework Gamification

By Daniel Carolan | April 09, 2024

Whether you’re solving sudoku, crushing candy or flinging furious fowl, interactive games have become a default part of many people’s lives. Where some see a chance to zone out, Department of Watershed Sciences faculty Janice Brahney sees an opportunity to enhance the way information is absorbed by students in one of her courses with interactive games.

Brahney recently worked to “gamify” two biogeochemistry courses, an area of knowledge she sees as important for building foundational understanding of the connections between human decisions and the natural world. She began implementing alternative homework assignments in the curriculum this past fall.

“The field of biogeochemistry provides a powerful window to examine and solve some of the most critical environmental problems we face,” Brahney said.

The challenge is to help students from across campus with no background in the field get access to the important concepts in the curriculum.

To make things more accessible to students from a variety of backgrounds, Brahney created a version of her course with no prerequisites or prior training required and gave students the opportunity to take part either in traditional-style assignments or to engage in gamified lessons over the course of a semester, the latter of which most students opted into.

Students created their own avatar in an animated adventure story-based game (think the classic game Myst ) where users relied on scientific concepts to solve puzzles, answer questions, and assist other characters they encountered (including a farmer, librarian, Brahney’s avatar, and three cats who provide encouragement and comic relief).

The settings include a university campus, a cartoon world and an enchanted forest. To gain access to a new part of the game, students solve a biochemistry-themed puzzle about why a group of trees is sick, relying on lecture content to solve the issue of nutrient imbalance.

In another choose-your-own-adventure style puzzle, the gamer is thrust into a primordial ocean where they have to use scientific concepts to make decisions as a one-celled organism — to help it evolve, thrive or go extinct. The experience highlights the biogeochemical history of the planet and makes connections to real-world environmental patterns and challenges today, she said.

A cat named Lyra (based on Brahney’s real-life pet) provides the introduction to the ocean world, declaring “The door stands as a portal to a realm where life has only just begun, and your mission … is to decode the mysteries of our existence and connection to the planet’s chemistry.”

Prioritizing a strategy to make the information accessible to all types of learners, Brahney also implemented a hybrid approach to course evaluations, embracing the concept of “ungrading.” Students who struggle with conventional homework and test taking, as well as those dealing with anxiety, are able to accumulate points by having high engagement with course content within the games and external content related to biogeochemistry.

Meanwhile, those who tend to do well with traditional assignments still have the opportunity to complete coursework in that style.

“Ungrading is a way to liberate the learning environment,” Brahney said. “A hybrid version ultimately gives students more flexibility.”

Even considering the notable benefits, gamifying a course is a lot of work, according to Brahney. She created the bulk of the assignments using PowerPoint with help from the programming language Visual Basic. While the alternative assignments have a been a hit with students, software limitations and time constraints prompted Brahney to begin looking for grants to help up her game.

“Ideally, I’ll work with a real programmer and animator, or even people on campus who might be interested in developing these interactive games as well as some of my lecture content,” Brahney said. “Software developers seem excited to work with content for college students, so there is a lot on the horizon as far as ways to enhance learning and the experience of students in my courses.”

Daniel Carolan Staff Assistant Quinney College of Natural Resources 435-797-2463 [email protected]

Janice Brahney Associate Professor Department of Watershed Sciences 435-797-4479 [email protected]

Comments and questions regarding this article may be directed to the contact person listed on this page.

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Retire from Work? Yes! Retire from Learning and Developing? Never!

• Mark Koulianos
• July 29, 2022
• Director's Corner
• Text-based Story

Introducing OLLI!

Those of you familiar with my blog entries know I frequently beat the drum for lifelong learning, usually to promote professional training that leads to career and workforce development. This time I will call your attention to the importance of education and progress when the job-related phase of life has ended and, in doing so, highlight the important work of the Osher Lifelong Learning Institute (OLLI) at USF. As one of 125 national OLLI units, the USF division offers quality, budget-friendly, non-credit programming to Tampa Bay’s 50+ demographic.

Something for Everyone

Take a look at the OLLI catalog and you will see a schedule of courses appealing to virtually any interest. The choices are many—subjects including history, foreign languages, art, physical fitness, and gastronomy are but a sampling. OLLI provides a stress-free, but effective learning environment. There are neither tests nor grades. Members are able to simply learn for the sake of learning and grow in the process. And with both face-to-face and online class offerings, OLLI can better accommodate the circumstances of more lifelong learners.

Cognitive and Physical Benefits

These stimulating courses allow members to learn new practical applications or pursue intellectual curiosities. Through lifelong learning models such as OLLI, seniors can sustain good cognitive function—a critical indicator of healthy aging. Recent studies suggest that—even for mature adults—mental processes such as learning a foreign language can trigger new neuron growth. OLLI learners reap physical benefits, too, by accessing offerings that inspire a fit lifestyle through fun activity.  

Social Connections

Perhaps the most underrated benefit of OLLI is that it also serves as a venue for robust social interaction, which is a critical need for many seniors. Through courses, shared interest groups, and educational outings, members have their pick of openings to engage within sets of like-minded peers. By learning together, friendships are formed along the way. The structure of OLLI programming encourages a sense of belonging for its members. These social connections contribute to emotional health and longevity, too!

Learning and Development Never End!

When the grind of 40-plus years in the workforce ends, a relaxed schedule is a proper award. However, hanging up one’s hat is not a license for mental and physical inactivity. While no longer career-minded, our retired and soon-to-be-retired populations should always seek new challenges. Learning never ends! Development never ends! Remember that OLLI delivers a variety of life-enhancing programming, giving seniors a chance to stay dynamic, connected, and fulfilled!

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• Guide to Teaching Algorithms in Computer Programming for K-12 Students

by Lcom Team | Apr 9, 2024 | Blogs

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Purpose of Algorithms in Computer Programming  

The purpose of an algorithm in computer programming is to solve problems by providing a clear set of instructions that a computer can execute. Whether it’s calculating the fastest route from one location to another, sorting a list of names or searching for specific information within a database, algorithms are the tools that enable these tasks to be performed efficiently and accurately.

Importance of Algorithms

By converting complex problems into manageable steps, algorithms enable computers to perform operations from the simplest calculations to the most complex data analysis and artificial intelligence functions. Furthermore, the principles of algorithmic thinking—such as decomposition, pattern recognition, and abstraction—equip individuals with a powerful framework for tackling problems not just in computing, but in everyday life as well.

As technology continues to advance, the role of algorithms in enabling innovation, improving productivity, and enhancing our understanding of the world around us only grows more critical, making them an indispensable element of modern society.

Below are some of the top reasons algorithms are important:

1. Efficiency and Performance

The efficiency of an algorithm often determines the speed and resource consumption in the solving of a problem. An efficient algorithm can significantly reduce the time and memory required to perform a task. In the computer programming world, this is critical for applications that process large amounts of data or require real-time responsiveness.

2. Problem-Solving Skills

Understanding algorithms helps develop problem-solving skills. It encourages thinking about how to break down problems into manageable parts and then devising a systematic approach to solving them.  

3. Foundation for Advanced Learning

Knowledge of algorithms is fundamental to more advanced topics in computer science, such as data structures, artificial intelligence, and machine learning. A solid grasp of basic algorithms paves the way for understanding these complex subjects.

Teaching Algorithms to K-12 Students

Introducing algorithms to K-12 students can seem daunting, but it can be done effectively with the right strategies and tools. Here are some approaches to help teach this concept:

Start with Everyday Examples

Begin by sharing real-life examples of algorithms that students are already familiar with. For example, a recipe is an algorithm for cooking a dish and the steps to solve a math problem can be viewed as an algorithm. This approach helps demystify algorithms and shows students that they already use algorithmic thinking without realizing it.

Use Visual and Interactive Tools  

Leverage visual and interactive programming environments like Scratch, Blockly, or Tynker. These tools allow students to create programs using blocks that represent different parts of an algorithm. They provide a hands-on learning experience without the initial complexity of syntax, making it easier for students to grasp the concepts.  

Encourage Algorithmic Thinking

Focus on developing algorithmic thinking rather than just coding skills. Present students with puzzles and challenges that require them to think about the steps needed to reach a solution. Encourage them to articulate their thought process, either through flowcharts, pseudocode, or simple explanations. This practice helps them understand the importance of planning and structuring their solutions before diving into coding.

Implement Project-Based Learning

Project-based learning can be highly effective in teaching algorithms. Allow students to work on projects that interest them, guiding them to apply algorithmic thinking to plan and execute their projects. This approach not only reinforces their understanding of algorithms but also enhances engagement and motivation.

Introduce Complexity Gradually  

Start with simple algorithms and gradually introduce more complexity as students become more comfortable with the concept. For example, begin with linear search algorithms before moving on to binary search, or start with basic sorting algorithms like bubble sort before introducing quicksort or mergesort. This gradual progression helps build confidence and deepens understanding.

Collaborate and Share

Encourage students to work in pairs or small groups to solve problems. Collaboration fosters a deeper understanding as students explain their thinking to peers and learn from each other’s approaches. Additionally, create opportunities for students to share their projects and solutions with the class, further reinforcing their learning through teaching.

Contextualize Learning

Show students how algorithms impact the world around them. Discuss examples of how algorithms are used in various fields , such as medicine, finance, and entertainment. This not only illustrates the relevance of what they’re learning but also inspires them to consider how they might apply these concepts in their future careers.

Understanding Algorithms: Activities for Students

Creating and understanding algorithms is a fundamental skill in computer programming. Teaching this concept to K-12 students can be both enjoyable and informative, preparing them for more advanced computational thinking and problem-solving skills. Here are ideas for activities designed to engage students of various ages in the principles of algorithms.

1. Recipe Creation and Execution

Ages: Elementary to Middle School

Objective: Teach students the importance of clear, step-by-step instructions.

Activity: Have students write a “recipe” for a simple task, such as making a sandwich or drawing a basic picture. Then, in pairs, they exchange recipes and follow the instructions exactly as written. This activity highlights the need for precision in algorithms.  

2. The Human Robot

Ages: Elementary  

Objective: Introduce the concept of algorithms as instructions for computers.  

Activity: Designate one student as the “robot” and the others as programmers. The programmers must give the robot a set of instructions to perform a simple task, like moving a book from one desk to another. The robot follows the instructions literally, illustrating the importance of specificity and order in algorithms.

3. Treasure Hunt

Ages: Middle School

Objective: Demonstrate how algorithms use conditions and loops.

Activity: Create a treasure hunt where students must follow a series of clues to find a prize. Each clue requires performing a task or solving a puzzle that involves conditional logic (if this, then that) or repetition (do something several times). This can be done in the classroom or outdoors.

4. Algorithm Art  

Ages: Middle to High School

Objective: Show how algorithms can create complex and beautiful patterns.

Activity: Challenge students to create art using simple algorithms. This can be done with paper and pencils or with online tools like TurtleArt. Students can use loops and conditionals to draw patterns, learning about the mathematical principles behind algorithms.  

5. Sorting Race

Objective: Teach about sorting algorithms and their efficiency.

Activity: Divide students into groups and give each group a set of numbered cards. Each group must come up with their own method to sort the cards in ascending order as quickly as possible. After the race, discuss the different methods (algorithms) used and introduce formal sorting algorithms like bubble sort or quick sort.

6. Sequencing

Ages: Early Elementary

Objective: Teach basic algorithm concept and sequencing

Activity: Divide students into groups and give each group a set of cards with illustrations depicting different steps for an activity (such as making a sandwich). Ask them to put the cards in order from beginning to end. Discuss what other activities they do in everyday life might be considered an algorithm, then as a class, brainstorm the steps to complete an activity.

7. Escape Room Challenge

Ages: High School

Objective: Apply algorithmic thinking to problem-solving in a complex scenario.

Activity: Design a classroom escape room where students must solve puzzles that require algorithmic thinking to “escape.” Each puzzle can cover a different aspect of algorithms, such as decoding messages (understanding encryption algorithms), finding the shortest path out of a maze (pathfinding algorithms), or solving a logical puzzle.

These activities are designed to make the concept of algorithms accessible and engaging for students from kindergarten to 12th grade. By starting with simple, tangible tasks and gradually introducing more complexity, students can develop a solid understanding of algorithms and their applications in computer programming and everyday problem-solving.

Final Thoughts

Learning.com Team

Staff Writers

Founded in 1999, Learning.com provides educators with solutions to prepare their students with critical digital skills. Our web-based curriculum for grades K-12 engages students as they learn keyboarding, online safety, applied productivity tools, computational thinking, coding and more.

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• Digital Skills for North Carolina Students

by Lcom Team | Mar 28, 2024

In our district, like most others, the use of digital learning tools has catapulted since the pandemic. With students online more than ever, it’s...

• Why Teaching Kids to Code Supports Community Development

by Lcom Team | Mar 26, 2024

Teaching kids to code undoubtedly prepares them for the future of work. But what does this mean for the communities that helped them become career...

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