With more and more kids and their parents stating that they have almost no time to live because of homework children get at school, educators started wondering whether giving them homework is really such a good idea.
Homework assigned at schools are standing in the way of spending good quality time with family and friends since children have to dedicate hours to various homework assignments every day. Schools want kids to study at home because learning on their own with no teachers or peers distracting them is the best way of learning.
Teachers discussed the various characteristics of quality homework (e.g., short assignments, adjusted to the availability of students) and shared the characteristics of the homework tasks typically assigned, highlighting a few differences (e.g., degree of individualization of homework, purposes) between these two topics.
Globally, data on the homework tasks assigned were consistent with teachers’ reports about the characteristics of the homework tasks they usually assigned.
I feel homework is a good thinf because it will keep the content in the students mind outside of school and give them practice for upcoming tests.
The question of whether students should have homework is not new.
Both homework models provide a relevant theoretical framework for the present study.
Prior research has analyzed the relationship between homework variables, students’ behaviors and academic achievement, and found different results depending on the variables examined (see Trautwein et al., 2009b; Fan et al., 2017).
The proposal included: homework frequency (i.e., how often homework assignments are prescribed to students), quality, control, and adaptivity.
“Homework frequency” and “adaptivity” are similar to “amount” and “degree of individualization” in Cooper’s model, respectively.