Does homework actually help students -

What research says about the value of homework: Research review

Parents can get too involved in homeworkpressuring their child and confusing him or her by using different instructional techniques than the teacher. My feeling is that homework policies should prescribe amounts of homework consistent with the research evidence, but they should also give individual schools and teachers some flexibility to take into account the unique needs and circumstances of their. Homework for junior high students appears to reach the point of diminishing returns after about 90 minutes a night. For high school students, the positive line continues to climb until between 90 minutes and 2.5 hours of homework a night, after which returns diminish (Cooper, 1989; Cooper, Robinson, Patall, 2006). It states, Most educators agree that for children in grades K2, homework is more effective when it does not exceed 1020 minutes each day; older children, in grades 36, can handle 3060 minutes a day; in junior and senior high, the amount of homework will vary by subject. Students assigned homework in second grade did better on the math tests; third and fourth graders did better on English skills and vocabulary tests; fifth graders on social studies tests; ninth through 12th graders on American history tests; and 12th graders on Shakespeare tests.

Instruction, public education, pre-kindergarten the public school boards policymakers educators. The average correlation between time spent on homework and achievement was substantial for secondary school students, but for elementary school students, it hovered around no relationship at all. Why might that be?

Keeping It Balanced, 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. A survey conducted by MetLife in 2007 found that 87 of parents saw that helping their child with homework was an opportunity for them to talk and spend time together. More than three fourths (78) did not think homework interfered with family time, and nearly as many (71) thought that it was not a source of major stress.