Homework: how much is too much?

Thesis

Homework for students should be regulated and too much can cause possible psychological/physical problems.

Introduction

Early in the twentieth century, educators implemented the practice of' homework, which has been embedded within the family-schooling relationship since its inception (Cooper, 200 1). Throughout history, both parents and educators have had varying perceptions of homework that coincide with changes in the current events. Due to changes in society, people should be made aware of educators' perceptions of the positive and negative effects of homework. Homework has a significant impact on students' educational trajectories. Most educators believe that homework can be an important supplement to in-school academic activities.

It is estimated that homework accounts for 20% of the total time American students spend on academic tasks. Studies have demonstrated repeatedly the importance of academic engaged time for students in general and special education .

The extent of the relationship between homework and academic performance is moderated by grade level in that the relationship is generally stronger for students in the upper as compared to lower grades. Although homework completion is associated with increased achievement, many children experience homework problems. In general, the rate of consistent homework completion is dismally low by middle and high school students. Approximately 28% of average-achieving students and 56% of students with LD have problems completing their homework. Children with attention and learning problems, including those with AD/HD, are particularly hampered by homework difficulties. Research has consistently shown that the majority of children with either LD or AD/HD display frequent and severe homework problems that are more severe than their non-disabled peers.

The need to understand and address the homework difficulties of all children, especially those with attention and learning problems, is underscored by research demonstrating that homework problems are associated with numerous impairments in addition to academic underachievement, including parent-child conflict, family-school relationship problems, anxiety, and depression . Given the well-documented positive association between homework and academic performance, and the fact that large numbers of students with and without disabilities struggle with homework, it seems essential that an intervention that can improve the homework performance of any student with homework problems be identified. Such an intervention would enable school districts to efficiently address the needs of its students. Because the connection between homework and academic performance is strongest in middle and high school , and because the homework difficulties of students tends to exacerbate as they get older, interventions targeted at the middle and high school level seem particularly important.

Background

As the twentieth century evolved. the educational system introduced new strategies to help improve student achievement. One such strategy was to discipline children's minds through memorization (Cooper, 2001). As stated by Cooper, Greathouse, Lindsay, and Nye «(998), "The mind was viewed as a muscle, and memorization not only led to knowledge acquisition, but was also good mental exercise. Because memorization could be accomplished easily at home, homework was a key schooling strategy" (p, 71).

This type of homework strategy remained in practice for several years.

During the 1940's ...