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Homework help Research Paper - Top Essay Service - Excellent Essay and Research Paper Writing Services

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Whether homework students help - and how much homework is appropriate - has been discussed for many years. Homeworks were recently returned to the headlines and is still a topic controversy, with claims that students and families suffer from the burden of huge homework. School council members, educators and parents may want to address exploration of answers to their questions about the advantages and disadvantages of homework. Unfortunately, research has previously created mixed results, and more research is required. Nevertheless, there are some insights that can help to inform decisions about homework. What follows is a summary of previous research:

    The connection between the homework and the achievement of the students is far from clear.

There is no conclusive proof that homework increase the achievements of the students over the board. Some studies show positive effects of homework under certain conditions and for certain students, some show no effects, and some suggest negative effects (Kohn 2006; Trautz and Koller 2003).

Homework seems to have positive impact on certain groups of students:

    Older students benefit more from homework than younger students.

Some studies have shown that older students gain academic advantages of homework than younger students, maybe because younger students have less effective learning habits and more easily distracted (Cooper 1989; Hoover-Dempsey et al., 2001; Leone and Richards 1989 ; Muhlenbruck et al. 2000).

Students from low-income houses must not benefit as much of the homework than those of higher income homes.

Some researchers believe that students from higher income houses have more resources (eg computers) and receive more support for homework, while low-income students have fewer resources and less help and therefore less likely the homework Fulfill and therefore are less likely to fulfill the homework use all associated benefits (McDermott, Goldmen and Varenne 1984, Scott Jones 1984).

Students with learning disabilities benefit from the homework under certain conditions.

Students with learning disabilities can benefit from homework if reasonable monitoring and monitoring are provided (Cooper and Nye 1994, Rosenberg 1989).

Asian American students can benefit more from homework, as students from other ethnic groups.

A national study of the influence of domestic tasks in study notes in five ethnic groups found that homework had more strongly on Asian American students than at students of other ethnicity (Keith and Benson, 1992).

Homework can not have abakademic benefits.

Certain non-academic advantages of homework were shown, especially for younger students. In fact, some teachers of the primary level may assign homework for such benefits, including learning the importance of responsibility, administrative time, development of study habits and stay with a task until it is completed (Cooper, Robinson and Patall 2006; Corno and Xu 2004 Johnson and Pontius 1989; Warton 2001).

Too much homework can reduce its effectiveness.

During the exploration of the optimal time students should issue for homework, it is limited, there are signs that for high school students 1 ВЅ to 2 ВЅ hours per night are optimal. The students of the middle school seem to benefit from smaller quantities (less than 1 hour per night). When students spend more time than this on the homework, the positive relationship with student performance (Cooper, Robinson and Patall 2006) decreases.

The domestic tasks concluded by the students seem to contact student benefits more positively than the homework assigned by the teachers.

Some research has shown that students who spend more time for homework more on measures to achieve and attitude. Studies that have solved in this topic deeper into this topic, however, suggest that the homework assigned by the teachers is not related to student performance, while the domestic tasks actually completed with a higher performance (Cooper 2001; Cooper , Lindsay, Nye and FREE 1998).

Proof programs that support homework can study the behavior, motivation and working habits, but not necessarily academic performance.

Studies of the study programs of the prospective programs that support homework have found a few unique links with improved student performance. However, several studies noted improvements in motivation and working habits of students who indirectly benefit (Cosden, Morrison, Albanese and Macias 2001, James-Burdumy et al., 2005).

The effect of the parent participation in the homework is unclear. Parents involvement studies on homework have achieved mixed results.

Homework, which require an interaction between students and parents, lead to a higher commitment of the parents and are more submitted as non-interactive tasks. However, some studies have shown that the parent participation in homework has no impact on the achievement of the students. Other studies suggest that students whose parents are more involved in their homework have lower test results and class species - but this can be because students already lower and need more help from their parents than higher students than higher performance students. (Balli, Wedman and Demo 1997; Cooper, Lindsay and Nye 2000, Epstein 1988; Van Voorhis 2003).

There is little exploration of connections between specific types of homework and student performance.

Most teachers have homework to strengthen what was presented in class or prepare students on new material. Less often homework is assigned to extend learning students to different contexts or integrate learning by applying multiple skills to a project. In the impact of these different homework in student performance, there are small researches that leave political decision-makers with little evidence on which decisions (Cooper 1989; Foyle 1985, Murphy and Decker 1989).

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