Do Students Have Too Much Homework?

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DoStudents Have Too Much Homework?

DoStudents Have Too Much Homework?

Researchershave questioned the efficiency of overloading students with homeworkin the recent past. Since the introduction of the “no student leftbehind” policy in 2001, educators feel the pressure to push thestudents to memorize the maximum content. On the same note, learnersfeel obliged to achieve academic within a short time as the gradedetermines the college one joins. Similarly, the management boards inpublic schools are compelled to motivate students to obtain thehighest performance because the government considers schoolachievement when allocating funds. Consequently, giving studentshomework ensure that they utilize their time studying, which would,in turn, enhance their scholastic accomplishment. Nevertheless,parallel studies indicate that overloading students with homework donot improve their pedagogic intelligence. In fact, some are forced tocheat as the educators, sometimes, give them work that is above theirlevel. The intellectual performance of many learners does notimprove, despite spending a lot of time reading, because they haveexcess afterschool assignments that denies them recreational time andkills the motivation needed to apply critical thinking skills.

Accordingto Holland, Sisson, and Abeles (2015), the present curriculum hasincreased the demand for better performance from teachers, parents,and students. The information in the article is credible becauseMelissa Holland is an assistance lecturer and coordinates theCalifornia State’s University psychological program in Sacramento.Furthermore, she is an accredited clinical psychologist who focuseson serving children and their families. Vicki Abeles directs andproduces a program known as “Race to Nowhere” while Hilary F.Sisson is an intern psychologist in Sacramento. The researchersobserve that standardized test scores and increased focus on gradesdemand learners to give their best. Similarly, teachers give a lot ofhomework to students to boost their scholastic success and match thecommon core goal established by the government. Nonetheless, theauthors use evidence from secondary sources to conclude thatoverloading students with homework is unhelpful because it does notimprove their school performance. The researchers state,“International comparison studies of achievement show that nationalachievement is higher in countries that assign less homework”(Holland, Sisson, &amp Abeles, 2015, par 2). They also discreditoverloading learners with homework as a solution to increase theireducational achievement. Instead, their innovation and motivation inschool decreases since the work interrupts their social life. Theyare also unable to take part in co-curricular duties like sports. Nevertheless, Abeles provides that homework is essential when givenresponsibly. For example, the student should be able to do the workassigned to improve his or her motivation. Moreover, the tasks shouldenhance family ties and allow learners to take part in familyaffairs.

Inanother article, extracted from OpposingViewpoints in Context,asserts that students complain concerning being allocated too muchwork that they cannot complete within the time they are outsideschool. However, the parents do not complain because they believestudents need to read relentlessly to achieve excellent scores thatwould, in turn, guarantee them admission to the best colleges. Theinformation in the article is valid because the authors cite from theresults derived from primary studies. For instance, it quotes DavidConley’s study that he conducted for the Bill and Melinda GatesFoundation regarding the subject of homework efficiency in school.Conley discovered that a majority of students require only oneremedial class to join college therefore, excess homework is notnecessary. Also, the research also uses Tony Wagner’s (an authorand expert in education) study outcome to contest that homeworkencourages students to remember facts instead of understanding how toapply them. “An emphasis on memorizing facts and focusing on testpreparation is doing students a great disservice, Wagner believes,essentially leaving them unprepared for life after school whencritical-thinking and problem-solving skills will be in great demandamong potential employers” (Students and Homework, 2015, par 5). Heholds that the current generation of students will weaken theAmerican democracy because they are not trained to scrutinizeproblems and reach reflective as well as wise goals. Daniel H. Pink,a renowned author of numerous bestselling books, adds that inventiveand intelligent individuals who can construct the big picture willdominate the future work industry.

EllyMusana Wairagala, an expert in English curriculum at KyambogoNational Curriculum Development Centre, challenges the view thathomework can prevent children from attaining maximum performance. “Alearner is expected to do at least one set of homework per subjectper month. However, homework has been abused by some schools”(Wairagala, 2015, par 5). The researcher elaborates further thathomework can help students to develop their knowledge when appliedwisely. Educators should follow given recommendations approved by thecurriculum experts. For example, homework should be based on recentlycovered work. Second, the instructor should refer to the teacher’sguide, students’ textbook, and the syllabus outline to ensure thatthe homework assigned is relevant(Wairagala,2015, par 6). She uses evidence from a real life experience todemonstrate the weakness of overworking students or giving themassignment from work that has not yet been covered in the classroom.She witnessed a friend’s child requesting the mother to call arelative who could help her to complete the homework. Moreover, thechild struggled to complete the homework each time the car stopped.

Basedon the research from the analyses of the three articles, studentshave too much homework. The notion that overworking students wouldhelp them to perform better and join better college is misleading. Instead, it results in loss of play and rest time, sleepinsufficiency, and endangered mental health. The researcher addsthat substance abuse is one of the possible consequences as studentslook for a solution to decompress. Moreover, excess work makesstudents request assistance from older adults, so they do not benefitfrom the education, just as the Wairagala’s friend daughter askedher mother to call someone who could her complete the work.Nonetheless, all the four studies observe that too much homework isunsuitable to students therefore, the reason academic achievementaverage has stagnated in the United States. However, moderatedassignments can improve the performance of the students since ithelps them to review the work covered recently. Besides, someassignments are intended to aid students to interact with theirfamilies or observe their environment critically. Pink notes thatinnovative individuals will control the future of America. If theinstructors can assign appropriate homework by following theguidelines recommended in the curriculum, the students will acquirethe analytical skills needed to cope in a world that will bedominated by technology. In the Raceto Nowhere (2009),a film documentary on students’ attitude toward homework, theinterviewees argued that their primary source of stress, exhaustion,and anxiety emanated from too much homework. In case the policymakersintend to develop strategies that can help to prevent crises such asmass shootings perpetrated by students and drug abuse, theinstructors should start allocating work that contributes tomotivating learners instead of burning them out. Wairagala’s guideon assigning homework to students is impressive if the schooldistricts can adopt the strategies. Besides, further studiesregarding the detrimental effects of overworking students withhomework assert that additional awareness programs are necessary todiscourage parents, instructors, and school districts from usinginefficient learning strategies such as overloading students withhome assignments.

References

Holland,M., Sisson, H. F., &amp Abeles, V. (2015). Academic demands,homework, and social-emotional health. Communique,43(5),12. Retrieved fromhttp://go.galegroup.com/ps/i.do?id=GALE%7CA411198049&ampv=2.1&ampu=lirn99776&ampit=r&ampp=AONE&ampsw=w&ampasid=c96fecc61f2ef412be646fb9732e043e

Studentsand Homework. (2015). In OpposingViewpoints Online Collection.Detroit: Gale. Retrieved fromhttp://ic.galegroup.com/ic/ovic/ReferenceDetailsPage/ReferenceDetailsWindow?disableHighlighting=false&ampdisplayGroupName=Reference&ampcurrPage=&ampscanId=&ampquery=&ampprodId=OVIC&ampsearch_within_results=&ampp=OVIC%3AGIC&ampmode=view&ampcatId=&amplimiter=&ampdisplay-query=&ampdisplayGroups=&ampcontentModules=&ampaction=e&ampsortBy=&ampdocumentId=GALE%7CPC3010999189&ampwindowstate=normal&ampactivityType=&ampfailOverType=&ampcommentary=&ampsource=Bookmark&ampu=lirn99776&ampjsid=cd4a8a85460cea89445a11fac326d81a

Wairagala,E.M. (2015, November 9). How to administer homework in primaryschools effectively [opinion]. AfricaNews Service.Retrieved fromhttp://ic.galegroup.com/ic/ovic/NewsDetailsPage/NewsDetailsWindow?disableHighlighting=false&ampdisplayGroupName=News&ampcurrPage=&ampscanId=&ampquery=&ampprodId=OVIC&ampsearch_within_results=&ampp=OVIC%3AGIC&ampmode=view&ampcatId=&amplimiter=&ampdisplay-query=&ampdisplayGroups=&ampcontentModules=&ampaction=e&ampsortBy=&ampdocumentId=GALE%7CA434055685&ampwindowstate=normal&ampactivityType=&ampfailOverType=&ampcommentary=&ampsource=Bookmark&ampu=lirn99776&ampjsid=939fd7ee408f25cacb507bedcbc5de39

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