Chapter 2:Review of Related Literature

REVIEW OF RELATED LITERATURE

Parents supply the setting in which homework is completed, teachers give out

homework assignments, and students—each with a different profile of motivation

and learning preferences—handle the homework. To get a better fit between what

the child wants to do and what they must do when learning, it is challenging for

everyone concerned to work together, share knowledge about children's motivation

and preferences for their homework, and develop solutions to be applied at home

and in the classroom. (Eunsook Hong, 2010)

The most obvious of the expected outcomes of homework is that it can

immediately affect the student's retention and comprehension of the subject matter

covered. Additionally, it can enhance the curriculum and help with conceptualization
and critical thinking. There are numerous potential non-academic advantages as well.

For one thing, homework can help children develop their study abilities and

demonstrate to them that learning can occur anywhere, not just at academic

institutions. (Mary H. Sullivan, 2010)

More homework meant better behavioral involvement in class, but it also

meant greater academic stress, physical health issues, and an unbalanced life.

The authors looked at students' qualitative descriptions of their experiences with

homework in order to gain a better understanding of the role homework played as a

stressor in students' lives. The topic of discussion is how present homework policies

in affluent, high-performing schools maintain students' competitive edge while

impeding learning, full engagement, and wellbeing. (Mollie Galloway, 2013)

 Numerous studies have been conducted on how much time kids should spend

on their homework, but the conclusions are far from universal. The major goal of this

study is to examine how different homework assignment procedures used in

classrooms impact students' academic achievement and the amount of time they

spend on it. (Sarah J. Greenwald, 2019)

The studies demonstrate how professors are trying to identify efficient

homework habits in response to the demands of their individual students, and the

opportunities are seemingly limitless. The use of blogging, online surveys, written

exercises, writing workshops, group projects, in-class presentations, video

presentations, and other technologies as homework assignments is becoming more

common among teachers. According to the literature, such experimentation is

required. (Sarah J. Greenwald, 2019)

 REFERENCES

Hong, E., Milgram, R. M., & Rowell, L. L. (2004b). Homework motivation and preference: A learner-centered
homework approach. Theory Into Practice, 43(3), 197–204. https://doi.org/10.1207/s15430421tip4303_5

Sullivan, M. H., & Sequeira, P. V. (1996a). The impact of purposeful homework on learning. The Clearing House:
A Journal of Educational Strategies, Issues and Ideas, 69(6), 346–348.
https://doi.org/10.1080/00098655.1996.10114337

Galloway, M., Conner, J., & Pope, D. (2013). Nonacademic effects of homework in privileged, high-performing
high schools. The Journal of Experimental Education, 81(4), 490–510.
https://doi.org/10.1080/00220973.2012.745469

Fernández-Alonso, R., Álvarez-Díaz, M., Suárez-Álvarez, J., & Muñiz, J. (2017b). Students’ achievement and homework
assignment strategies. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00286

Greenwald, S. J., & Holdener, J. A. (2019). The creation and implementation of effective homework assignments (part 2):
Implementation. PRIMUS, 29(2), 103–110. https://doi.org/10.1080/10511970.2018.1553809
 REFERENCES

Hong, E., Milgram, R. M., & Rowell, L. L. (2004b). Homework motivation and preference: A learner-centered
homework approach. Theory Into Practice, 43(3), 197–204. https://doi.org/10.1207/s15430421tip4303_5

Sullivan, M. H., & Sequeira, P. V. (1996a). The impact of purposeful homework on learning. The Clearing House:
A Journal of Educational Strategies, Issues and Ideas, 69(6), 346–348.
https://doi.org/10.1080/00098655.1996.10114337

Galloway, M., Conner, J., & Pope, D. (2013). Nonacademic effects of homework in privileged, high-performing
high schools. The Journal of Experimental Education, 81(4), 490–510.
https://doi.org/10.1080/00220973.2012.745469
Fernández-Alonso, R., Álvarez-Díaz, M., Suárez-Álvarez, J., & Muñiz, J. (2017b). Students’ achievement and homework
assignment strategies. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00286

Greenwald, S. J., & Holdener, J. A. (2019). The creation and implementation of effective homework assignments (part 2):
Implementation. PRIMUS, 29(2), 103–110. https://doi.org/10.1080/10511970.2018.1553809