Essay on Homework

adapted from “Meanings of Homework and Implications for Practice” 

by Pamela M. Coutts 

1 Homework, itself, is a complex issue. There is tremendous variety in its practices, in the type and  amount of work assigned, where and when it is completed (with or without parental involvement),  and whether or not it is graded by teachers. All of these factors may be linked to the young  student’s attitudes toward homework. 

The Adult Viewpoint: “It’s Life—We Have to Do Things” 

2 “Homework is to teach the child later in life they have responsibility and they have to be disciplined  to get things done. It’s life—we have to do things. It teaches the child to think for themselves. It’s  a stepping stone to future education and how the system works. To get good marks [grades] and  get into University they have to put the work in.” (father of Jane, grade 4) 

3 The research literature recognizes a number of established reasons why teachers assign homework.  These can be grouped as (a) academic functions (e.g., to complete unfinished work, revise, drill,  consolidate, prepare, expand on concepts introduced in the classroom); (b) more general  socialization purposes (e.g., to encourage responsibility, study skills, or time management); (c)  home/school/community communication; and (d) school and system requirements (e.g., to ease  time constraints in a crowded curriculum). Obviously, not all reasons apply in any one situation, and those designated functions are not equally applicable across levels of schooling. In general,  however, parents see homework’s potential benefit largely as achievement-related. It leads to  increased success on classwork and fosters attitudes and habits that lead to successful future  learning. These beliefs, of course, are supported by research that has consistently shown a positive  connection between time spent on homework and achievement for high school students. 

4 Parents are often future-oriented when thinking about the potential benefits of homework. Other  more abstract benefits are also strong in parental viewpoints: the emphasis on the development of  qualities such as responsibility, self-regulation, and time management emerge in reports from  parents of young elementary children. One difficulty for children is that these future benefits may  have limited immediate significance. 

5 Not all parents are entirely positive about the purposes of homework. Indeed, previous research  has illustrated that in one sample, approximately ¼ of elementary students’ mothers did not  completely accept the official educational policy about homework benefits for young students.  Some were undecided; others considered reasons for assigning homework had more to do with  completing a crowded curriculum than with student benefits. When the perceived purposes add no  personal benefit to the child, it is difficult for the parent to remain positive and convey positive  messages to the child about homework’s importance. 

6 “The purpose of homework is to strengthen, but I firmly believe it’s also to get through the  curriculum because it cannot fit into the school day.” (mother of Jakob, grade 2) 

The Student Viewpoint 

7 “I’d much prefer school to be 2 hours longer instead of coming home and having to do homework.”  (Matt, grade 7).

8 If homework plays a part in establishing children’s beliefs and study patterns regarding academic  work, it can be argued that the elementary years are especially critical. However, what is  remarkable in young students’ accounts and ideas about homework is the almost complete absence  of reference to the benefits that parents list. When asked about homework, young children reply  simplistically in terms of homework’s purpose being to learn or practice. For adults, it may appear  obvious that there is a link between learning and achievement, but for young children this may not  be the case. Part of what children acquire through the formal school system is an understanding of  the connection between certain learning activities and formal learning outcomes as well as the  language to describe understanding. It is not surprising, therefore, that when faced with a question  about the purpose of homework, they reply in a general sense without any detailed understanding  of what it means “to learn” or “to practice.” In contrast, research indicates that parents describe  the academic goal of homework in the first years of schooling as to practice and consolidate  important, basic literacy and numeracy skills. [They also] describe as equally, if not more  importantly, the goals of developing various life skills such as maintaining routines and being  responsible. There is almost no current research that suggests young children perceive time  management or study skills as outcomes of homework. 

9 While there is some developmental progression in understanding the importance of homework,  there appears to be an absence of a similar pattern regarding the intrinsic¹ value of homework.  When children enter school, they may appear excited by the idea of homework, but it takes a  remarkably short period of time before many are disheartened. In one study, a significant  proportion of students in the early years of school (grades 1 to 3) agreed that homework was dull  and boring. By the middle years of elementary school it is the most common description of regular  homework. From the student perspective, homework can be boring either because it is routine, or  it is just too easy. In each case, the teacher has usually assigned homework for a particular  purpose (e.g., for strengthening learning, or to instill regular practice and study habits) that is  either not recognized or not acknowledged by the students. If we want students to be intrinsically  motivated to learn and to complete homework, it would be of benefit if the task itself was valued  and viewed as interesting and engaging, regardless of any links between the task and other  outcomes. 

10 Homework activities have additional costs in terms of time taken away from friends. The social  group for students in middle childhood and early adolescence is especially important. For many, the  social goals of schooling are more important than academic goals. The relationship between social  goals and achievement behavior is complex. Although academic and social goals are not necessarily  in conflict, many students are clear that homework is an activity that prevents or disrupts other  more desirable leisure activities, such as sports or just spending time with friends. If homework is  seen as a barrier to successful group involvement, there is no guarantee that it will be chosen over  social, peer-oriented activities, despite parental and teacher pressures. 

You have read the passage from “Meanings of Homework and Implications for Practice.” Write an  essay evaluating which view about homework is correct. Be sure to support your claim with clear reasons and relevant evidence. Provide details from the passage to support your response.