Too much work
Research from Stanford graduate school of education showed that much homework might negatively influence children, mainly their lives after school, where friends, family, and events matter. Denise Pope, a senior lecturer at Stanford University and doubles up as the co-writer of the study, said that the findings on the impacts of homework defy the reasonable assumptions that homework is generally good.
The research utilized survey data to inspect the perceptions of homework assignments, behavioral engagement, and student well-being from 4317 students from ten high-performance, and high schools differ from middle-upper class California. Alongside survey data, Denise Pope and her fellow researchers utilized open-ended responses to examine children’s views on homework assignments. From the collected data, median domestic revenue is over 90000, and 93 % of students attended either a four year or two-year college. The study also found out that students did an average of three and a half hours of homework at night. The researchers quoted prior work indicating that homework advantages flatten at approximately 2 hours every night and one hour 30 minutes to two hours 30 minutes for high schools. According to the study, many homework students relate to the following:
- More significant stress: A majority of 56 % of students view homework as the leading cause of stress. Another 43 % considered tests as the primary source of stress, while 33 % consider the pressure to achieve good scores as the primary source of stress. A paltry 1 % of students think homework as not being the cause of stress.
- Deterioration of health: When asked whether homework led to health problems such as exhaustion, headaches, stomach issues, weight loss, and headaches, most students contend that heavy homework resulted in sleep deficiency and a myriad of other health issues.
- Limited quality time for family, extracurricular pursuits, and friends: According to researchers, both student’s responses and survey data show that spending lots of time on homework led to students not cultivating other relevant life skills and developmental needs.
Balancing act
From the survey, it is clear that most students tussle to get a balance between social time, extracurricular activities, and homework. The majority of the students believed that they either obligated or forced to do homework over other developmental skills or talents. The research found no correlation between how much the children enjoyed and the time spent doing homework assignments. From the analysis, students said that they do mindless or pointless homework to earn and keep better grades. If students can afford to pay someone to do my assignment, they should do it to ease the homework burden. Therefore, this type of busy assignment tends to discourage studying and instead supports doing homework to obtain better marks. According to Pope, their research questions the worth of allocating a considerable quantity of homework in high-performance schools.
High-performance paradox
From communities that student attend high-performance schools, the research found out that much homework tend to reduce students time to develop skills in the realm of individual responsibility. Indeed, this culture of homework leads to children spending much time alone. It translates to limited opportunities for children to participate in community activities and limited quality time to spend with family.
Student perspectives
In their conclusion, researchers noted that the use of open-ended questionnaire methodology to measure student’s opinions on homework could have limitations. The researchers said that it gave students an opportunity for classic adolescent complaints. Nonetheless, it was essential to learn what these students believe in homework assignments.
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