HUISMAN 2016

failing grades in classes, primarily due to missing homework.

Students shared that they have busy lives and much of the homework is challenging for them to
complete on their own.

Homework is also viewed by many staff members as a way to build responsibility and work ethic.

Teachers and administrators knew that this process might lead to new homework policies at Lee Middle
School. Change is difficult, especially when change means less homework or decreasing the value of
homework in an overall grade. Changing homework policies at iv Lee is perceived by many as “making
things easier.”

However, many Lee students do not have a space at home that is conducive to doing homework. They
might not have an adult in the house who can assist them with the work. They may live in a household
where parents work late at night, making the student themselves the caregivers for younger siblings.
Thus, the assigned homework is often not completed. The missing homework assignments create bigger
problems for students when they come back to class the next day (Beegle & Ellis, 2007).

Peltier (2011) found that homework has been used to encourage parent-child communications, to fulfill
administrators’ expectations for rigor, and to punish students for poor classroom behavior. Others have
stated that homework can help build time-management skills across a broad range of areas, especially
those that contribute to developing a sense of responsibility in the student

Critics believe that students spend too much time doing school work outside school and that they do not
have enough time to enjoy leisure activities or family time (Kohn, 2006). Students, and increasingly
parents, have expressed frustration over the amount of time spent on homework (Rauch, 2004).

Students feel that homework is a tool that is part of their learning. Students want it to be an opportunity
to practice and not to be punished if it is wrong or not done on time. They state that homework should
just be a small part of learning that enhances their overall educational experience, not the main part.

Students and teachers both agree that students need practice to reinforce learning objectives, but
practice is most effective with feedback from teachers or peers to make sure that learning is correct.
Students will benefit from a focus on class work and less homework. The workload can be cut down by
assigning fewer problems or activities each night or by eliminating homework that does not require
students to think critically.
MINKE 2017 (Types of Homework and Their Effect on Student Achievement)

However, according to Vatterott (2007), true responsibility cannot be coerced, students must be
allowed the power to develop and take ownership of their tasks in order to get true learning from
homework.

They also assume students need additional practice or assistance if students do not complete homework
correctly. These assumptions may not always be accurate because each student’s situation is different
and teachers cannot predict exactly why homework is or is not completed. It is important for teachers to
observe the feedback as soon as possible to make effective instructional adjustments for future learning

According to Cooper (1989) and Cooper et al. (2006), educators compiled a list of potential positive
effects of assigning homework to students. The positive effects are broken down into four categories:
immediate achievement and learning, longterm academic benefits, nonacademic benefits, and greater
parental appreciation of and involvement in schooling. These positive effects may vary with each grade
level. Based on Cooper et al.’s (2006) meta-analysis of research, the correlation between homework and
achievement is irrelevant for elementary students.

Other potential positive effects described in the research (Cooper, 1989; Cooper et al., 2006) are long-
term academic benefits (improved attitude toward school, better study skills and habits),

Kralovec and Buell (2001) stated, homework along with recent demographic and economic changes can
decrease family involvement time. According to a survey in 1998 by Public Agenda, 50% of parents
reported having arguments about homework. Thirty-four percent of parents reported homework as a
stress and struggle. In Kralovec and Buell’s research, parents reported having conflicting opinions of
homework because they want what is educationally best for their child but do not want homework to
impose on their family life. Students often miss family meals and activities to complete hours of
homework. Kohn (2006) examined frequent complaints heard about homework and further describes
five basic themes. Homework is reported to have a burden on parents. Many parents return home from
work and have to help with homework they may not have any educational knowledge of or the
resources to help their child causing not only a burden but also stress, family conflict, less time for other
activities and a loss for future learning.

According to Jean Piaget, a constructivist could argue that the homework is not at a level in which the
child can construct knowledge therefore; the student does not complete their homework. If the student
is not at the same level as the homework the student will not be able to do it. It will make no sense to
the student. A constructivists’ solution to chronic incomplete homework would be to give the student
work that they are able to do. When students struggle to complete homework because homework is too
difficult, teachers need to identify where the students’ academic level is and adjust the homework level
to the needs of the individual student.

According to Schimmer (2016), it is best to have the balance between 26 no homework and the
aggressive approach to homework. Teachers, parents, and students will all benefit from homework
when ensuring homework is worthwhile. Homework Completion Strategies Teacher Strategies to
Improve Homework Completion. Teachers have a significant impact on student self-confidence,
motivation, and student achievement. It is important for teachers to identify specific homework
strategies that effectively increase homework completion and student achievement.

Teachers appreciate any additional support at home 29 with their child. Despite parents who do not feel
adequate helping their child at home because of their lack of skills, teachers strongly encourage the
positive relationship between child and parent. Building a positive bond and relationship between
parent and child increases confidence and communication skills. Parent involvement (Cooper et al.,
2006; Gonida & Cortina, 2014; Van Voorheis, 2011) promotes a strong relationship with the students’
school and positive communication increases. Parent demonstration of interest in their child’s academic
progress also promotes confidence and builds students’ knowledge. When students are aware of their
parent’s involvement between home and school, the students provide more of an effort and higher rate
of work completion, which optimally increases student achievement (Cooper et al., 2006).

According to Cooper, if you want to build student responsibility and the love of independent learning,
assignments should be designed so that most students can complete the 36 assignments successfully
and get a good grade. This will in turn build intrinsic motivation. Homework should never be used as a
punishment for poor behavior (Bennett & Kalish, 2006).
McKenzie Courtney Samantha Nix
The increase in academic pressure comes at a time when the prevalence of mental health conditions,
namely depression and anxiety, are on the rise (American Psychological Association [APA], 2014). While
the rise in mental health conditions and academic demands has been postulated upon in literature by
looking at homework stress 6 as it relates to students, little research is available regarding the impact of
academic pressure, specifically homework, on students’ social-emotional health.

Conversely, students from low-income homes may not have access to necessary supports. For example,
low socioeconomic status (SES) students may not have access to quiet, well-lit environments,
computers, and books to complete their homework (Cooper, 2001; Kralovec & Buell, 2000). Additionally,
many homework assignments require materials that families have limited access to, including supplies
for projects, technology, and transportation. According to a survey by the Lucile Packard Foundation for
Children’s Health (2005), 17% of mothers reported concerns about providing for their child’s basic
needs, including food and shelter.

Homework hinders life outside of school and family life, as students spend a significant amount of time
on assigned tasks after school. Hofferth and Sandberg (2009) examined how American children spend
their time and the associations 19 with achievement and behavior

In many schools, children receive several hours of nightly homework, which interferes with their family
and social life and their ability to participate in non-academic activities (Vatterott, 2009). Homework not
only interferes with non-academic activities, it also negatively impacts families. Many families struggle
with nightly homework battles. According to Bennett and Kalish (2006), many parents have serious
arguments with their children over homework and indicate homework is a struggle and source of stress
for families.

Interference with Sleep Children and adolescents are getting less sleep than ever before, and many
experts refer to this issue as a national health crisis. Lack of sleep has significant consequences on
physical and mental health including obesity, Type 2 diabetes, depression, anxiety, and premature death
(Lemola et al., 2011). Lack of sleep also impacts daily functioning and school performance. The adverse
consequences on one’s health raises concerns, as few individuals are getting the recommended hours of
sleep. Over the past few decades, sleep problems have been frequently reported. According to the
National Sleep Foundation (2017), the recommended amount of sleep for school-aged children,
specifically youth ages 6-13, is 9-11 hours per night. According to Lemola et al. (2011), approximately 20-
40% of children suffer from poor sleep and nearly half suffer from persistent sleep problems. The
National Sleep Foundation (2014) approximates nearly 70% of students do not get the recommended
amount of sleep. Not only are youth not getting the recommended duration of sleep, the quality of
sleep they are getting is also poor.

According to the Child Mind Institute (2016), mental health disorders are a chronic public health
problem affecting nearly one in five children in the United States, and over 50% of mental health 23
disorders occur before the age of 14. In the United States, the prevalence of mental illness among youth
is similar to that of adults; however, the impact may be even greater as youth face critical periods of
educational, emotional, and social development (Child Mind Institute, 2016).
IMPORTANCE OF HOMEWORKS
SPENCER 2017

Tom Sherrington, a Head teacher at a UK secondary school and influential education

blogger, has expressed his personal views on the value of homework: ‘Students who
are successful at A Level and at GCSE are those who have highly developed
independent learning skills, have the capacity to lead the learning process through
their questions and ideas’ (Sherrington 2012a).

This suggests that even those who do not see an immediate impact from homework,
believe that it will help students’ personal development but also prepare them for the
next stages of education and beyond. This is further supported by Sharp (2002) who
recognised that, despite homework not having a direct link to achievement in younger
children, it did promote independent learning and prepare them for secondary school.

A second UK teacher and education blogger, Rachel Jones, commented on what she
believes to be the purpose of homework and found that it had a positive impact on
both retention of knowledge and hand-in rates when the homework set was assigned
with the intention to ‘develop learners knowledge and allow them more choice in how
they express their work’ (Jones 2013).

Homework acts as a bridge between school and home, and the ability to engage
parents in school life has a positive impact on teachers - when teachers feel as though
there is more parental involvement in school they feel more positive about teaching
(Epstein & Dauber, 1991, Hoover-Dempsey et al, 1987 cited by Epstein & Van
Voorhis, 2001).

Acock and Demo (1994, cited by Epstein & Van Voorhis 2001, p.182) have even
stated that homework can help to improve relationships between parents and
students, bringing them ‘closer together to enjoy learning and exchange ideas’,
cementing the idea that homework has greater repercussions than just raising
academic achievements within school.

In addition to this, a purpose of homework valued by both parents and teachers is the
idea that homework completed regularly by students helps to promote ‘a sense of
responsibility’ (Warton 1997, p.213). Moreover, Sherrington (2012b) comments on his
stance as both an educator and a parent saying that he firmly believes that homework
has a fundamental part to play in the

It is also important to consider the implications of focusing on the amount of homework

set - setting too much homework can have detrimental effects on students, such as
stress, fatigue and loss of interest in studies (Cooper, 2010). From this we can gather
that fewer pieces of well thought out homework will have more of a positive impact on
students’ learning. It is important for schools to monitor the amount of homework that
is set, what is being set and the frequency so as to avoid over-working students -
having a homework policy which teachers adhere to will help to enforce this.

(CNN Philippines, August 28, 2019)

“The existing policy is no homework on weekends. But we are also encouraging our
teachers to limit the homework during weekdays especially on particular subjects,”
Briones said during a press conference.

“And we’re going to come out with additional guidelines, na magiging more precise
‘yung guidelines, on whatever homework teachers might impose during weekdays and
on what subjects,” she added.

“By ensuring that they complete all assignments and projects in school, the no-
homework policy enables our learners to find balance between their academic
development and personal growth by having ample time for enjoyable activities with
family,” the department said in a statement.
ByThe Manila Times
August 31, 2019

WE do not agree with the position of the Department of Education (DepEd)

that a “no homework” policy, prohibiting teachers from assigning academic

work to be completed by students outside of regular school hours, is

beneficial to Filipino students.

The arguments for a “no homework” policy ostensibly take into account the

welfare of students, their families and teachers. Excessive homework — or to

state the argument more accurately, any homework at all — is physically

taxing on students, many of them very young, after they have already spent a

full strenuous day in the classroom. Projects that students are expected to

complete at home often pose a burdensome expense on parents, who may not

have a ready budget for the last-minute purchase of needed materials.

Assigning homework also adds to the workload of teachers, who must grade
these assignments in addition to their everyday work of preparing lessons.