How homework helps students UKPupils' perspectives on homework | Education | The Guardian
9 Feb 2004 ... How long do pupils spend doing homework in the UK?
How homework helps students UK
Hong and lee (2000) found no gender differences in fifth and seventh grade chinese students in hong kong in relation to homework styles, although there were gender differences between us and korean seventh grade students (hong and milgram 1999). . Overall, the findings suggest that doing homework in teams can improve achievement for most students.
Asked if they did more homework than they had to because they were interested in it, 57 at secondary level responded sometimes. While the advice usually given in relation to studying is to work in a quiet place where disturbance will be minimal, this advice is rarely taken and the evidence suggests that for some pupils it may be not only impossible but inappropriate. Pupils who like school are more likely to believe in the importance of homework than those who dislike school (lapointe et al 1992 keys et al 19).
These findings may simply indicate that pupils who like a particular subject spend more time doing homework for that subject. Weston (1999) reported that 57 of key stage 3 pupils had access to a home computer, while heppell (1994) indicated that pupils preferred to produce homework on computers. Tv can also act to occupy someone else who might be distracting (wober 1990).
As pupils progress through secondary school the time of starting work tends to be later. Comparisons with other participating countries revealed that many more english children than those from other participating countries were not set homework. While verbal material often acts as a distraction (mitchell 1949), the effect of music can be positive (miller 1947 mitchell 1949) although complex multi-faceted models are necessary to account for its effects (hallam and katsarou 1998).
At secondary level 20 said that they were given half an hour or less, 39 about an hour, 19 about an hour and a half and 13 more than two hours. This distinction did not apply to women who, while holding a job, still worked in the domestic role at home. This is supported by kotsopoulou (2002) who found cultural differences between greek, us, uk and japanese students in their preferences for listening to background music while studying.
The more able children did no more work than the less able. Generally, students seem to believe that homework is important in assisting them to do well at school. High percentages of pupils claimed that they took time over homework and thought about what they were doing 61 at primary level, increasing to 77 at the highest secondary ages with a dip at transfer to secondary school. For students with high levels of self-perceived homework achievement and positive attitudes towards homework, motivation was influenced by parents and teachers. However, motivational patterns, particularly relating to responsibility and persistence, were significantly different between the high and low achievers.
Two hours' homework a night linked to better school results ...
29 Mar 2012 ... Spending any time doing homework showed benefits, but the effects were greater for students who put in two to three hours a night, according to the study published by ... The research shows that working-class parents can help their children succeed "against the odds" by having high aspirations for them.
How homework helps students UKDoes homework help or hinder young children? | The Independent
3 Sep 2015 ... For example, in some nations, like Algeria, Kuwait and Morocco, more than one in five fourth graders reported high levels of homework. In Japan, less than 3% of students indicated they did more than four hours of homework on a normal school night. TIMSS data can also help to dispel some common ...
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Homework help | Education Technology
Girls tend to spend longer doing their homework (featherstone 1985 chen and ehrenberg 1993 keys et al 1995 harris, nixon and rudduck 1995 macbeath and turner 19 chen and stevenson 1989 farrow et al 1999). While there is considerable evidence that as pupils get older they do more homework, there is little research that has explored changes in pupils attitudes towards homework. The findings showed that three-member teams were preferable in organising cooperative learning for mathematics homework. However, the number of hours spent on math each week was not statistically significant, only daily minutes per class period were. The way that students approach their homework has been explored as a means of explaining differences in achievement.
The other variable related to students who reported watching television while doing homework. Hong and milgram (1999) suggest that pupils cannot always work in the way they prefer because of physical or parental constraints. For reading, once a month homework was associated with a lower attitude rating. These views reflected those of the teachers, although there were some differences, for instance pupils were more likely to mention finishing off work. Boys appeared to dislike homework spending the least amount of time on it.
In the uk, earlier research (des 1987) suggested that pupils enjoyed imaginative and challenging homework but held negative attitudes towards low-level work, particularly copying from textbooks. In science the positive effect was not as marked as that for reading. In addition, at secondary level, better timetabling was mentioned. The differential access of students to books and the internet at home may limit the extent to which some students can gain the most benefit from completing their homework. The more able children did no more work than the less able. Teachers can only encourage students to be self-aware of the environmental and self-states which most support their learning and to attempt to ensure that that they are optimal when homework is being completed. There is evidence that many children do their homework with the radio, cds or the tv playing (macbeath and turner 1990 patton et al 19, 1992 hallam and kotsopoulou 1998). Homework was perceived as easier if it was better explained, if there was less of it, if it was more interesting, if there was more time to do it, and if there was someone to help. Its to do with your effort as well as your ability. In mathematics, where a certain amount of work may be set, even those who enjoy mathematics will be limited in the amount of time they spend, while those who find it difficult and may enjoy it less may take longer to complete homework.7 Jul 2016 ... Homework help. How can you ensure students are being fully supported when it comes to homework and revision Tyla Arabas explains all. Posted by Hannah ... Leadership School', meaning our senior staff and lead practitioners share best practice teaching and learning with other schools across the UK.