1. TEMPLATE DESIGN © 2008 www.PosterPresentations.com The Homework Effect: Does Homework Help or Harm Students? Katherine Field EdD Candidate, Department of Educational Leadership Central Connecticut State University Abstract Many students do not complete their homework assignments on a regular basis. How to motivate them to do so is an ongoing struggle for teachers and parents alike. Studies have linked homework to higher academic achievement, but have also found that it can result in increased stress. This study examined the psychological and academic impact of homework on students in three world history classes at an independent high school in Connecticut. It explored the connection between homework and student achievement, parent and student attitudes about homework, and how a uniform homework policy could be used to increase student achievement while decreasing student and family stress. Surveys and interviews revealed that homework was often a major cause of student stress, as well as discord within the family. Surveys and interviews also revealed that most teachers do not follow uniform practices in regard to the amount, type, or level of difficulty of homework assigned. The implementation of a uniform homework policy was found to reduce parent and student stress, resulting in improved academic performance in most students. The study also found, however, that a uniform policy does little to benefit struggling learners or those from economically disadvantaged backgrounds. Introduction Figure 1: Conceptual Framework Methods This study used qualitative and quantitative methods to determine the benefits of a uniform homework policy. All standard level freshmen were surveyed to determine how long, on average, it took them to complete their assignments, as well as how homework affected their stress level. Six freshmen were also interviewed in a focus group. The focus- group sample was chosen based on their homework habits, as well as other factors such as special needs and socioeconomic background. An additional survey was mailed to the parents of all standard level freshmen to determine the affects of homework on their home life. A third survey was given to all standard level freshmen teachers to determine whether teachers had similar expectations regarding the amount, type, and difficulty of homework assigned. Lastly, a focus group interview was conducted with freshmen science teachers to determine the impact of their department’s recently created uniform homework policy on student achievement and attitudes.. Quantitative Results The findings from student, parent, and teacher surveys indicated that SCP level world history teachers have very different expectations regarding the amount, difficulty, and type of homework assigned. As a result, students taking the same course at the same level, but with different teachers had different homework loads, and therefore, different levels of homework related stress. Findings from both parent and student surveys suggested that most parents try to help their child with homework, but reported doing so increased the level of discord within the family (figure 2). Surveys also suggested that the level of teacher communication with parents regarding homework was low. Only six parents out of forty reported that they were contacted when their child had missed more than one assignment. The majority of parents reported their son or daughter’s world history teacher either had no written homework policy or they were unaware if such a policy existed (Figure 3). Qualitative Results The focus group interviews with students and science teachers revealed that students experience widely different expectations relating to the amount, type, and difficulty of the average homework assignment. Therefore, students taking the same class but with different teachers reported spending vastly different amounts of time completing homework assignments each night (Figure 4). The amount of homework assigned was found to be the chief factor contributing to student stress. Another factor included the number of extracurricular activities students participated in. Students with the highest stress levels reported being involved in two or more extracurricular activities. Students reported parent involvement in the homework process actually exacerbated rather than alleviated their stress (Figure 5). Science teachers reported that the introduction of a uniform homework policy in their department resulted in increased academic achievement for most students, better communication with parents, and improved student attitudes and motivational levels. Discussion The findings of this study confirm a positive relationship between homework and student achievement. Students in classes with heavier homework loads had higher grades, on average, than students in classes with less homework. Too much homework, however, was found to be harmful to students. More than 45 minutes of homework per class each night contributed to very high anxiety levels in students, as well as increased strife between family members. The type of homework assigned and its level of difficulty were also crucial. Fewer than 10% of students surveyed thought that homework helped them understand the material better and repeatedly used words like “useless” and “busy work” when describing their feelings in interviews. Homework should be purposeful, tied to the learning taking place in class, and should be challenging but not overly difficult. Students should be able to complete assignments without parental assistance. Extracurricular activities may interfere with a student’s ability to complete homework, suggesting that students should limit their involvement to only two activities. The implementation of a uniform policy that limits the amount of homework assigned would benefit all stakeholders. Teachers who followed a uniform policy reported higher degrees of collaboration with fellow teachers and better grades for most students. Parents reported increased communication with teachers and lower levels of family stress. A uniform policy, however, may not benefit struggling learners or those from disadvantaged socioeconomic backgrounds, as teachers have less flexibility to meet their individual needs. Conclusion References. The purpose of this study was to determine if a uniform homework policy would benefit students academically and psychologically. In addition, this study also examined how a uniform policy influenced student motivation to complete homework. The following research questions provided the foundation for this study, guided the collection and analysis of data, and ensured the findings and conclusions addressed the original purpose of the study: 1What is the connection between homework and student achievement for students in three world history classes at an independent school in Connecticut? 2What are student/parent/teacher attitudes toward homework? 3Does a uniform homework policy reduce student and parent stress and improve student motivation to achieve at higher levels? OPTIONAL LOGO H OPTIONAL LOGO HERE There will be a fold here Figure 4 Figure 5 Figure 2 Figure 3 This study, while small, fits into a wider body of research on the homework issue, and has meaningful implications for secondary schools today. To maximize the beneficial aspects of homework while minimizing student and family stress, it is necessary for schools to implement a uniform homework policy. This policy should limit the amount of homework given each night, as well as provide guidelines to help teachers determine the type of homework that truly promotes learning. Teachers must also be provided with professional development on the creation of meaningful assignments, as well as in strategies to improve student motivation. The policy should include ways to engage and involve parents in the homework process in a constructive way, and provide clear guidelines that explain a parent’s role. While students should be able to complete all assignments without parental assistance, parents should still be encouraged to ask critical questions to encourage their son or daughter to clarify and synthesize information. While the policy should be uniform, it must include aspects that will help those learners who may be unfairly burdened with homework due to socioeconomic background or learning difficulties. A policy that has no flexibility will only harm such students. The policy must be sufficiently adaptable that teachers have room to differentiate assignments for those with learning difficulties or other extenuating circumstances. Thus far, there has been insufficient research on the harmful aspects of a uniform homework policy. A study that specifically targets students with learning problems who have been mainstreamed into regular education classes would help fill this gap.