Too Much Homework Research Paper Sample

Teachers, parents, and students have all gathered their opinions on the impact homework has on a student’s academic success. In the articles “Purposeful Homework Should Be Standard School Practice” and “Introduction to Do Students Have Too Much Homework?: At Issue,” writers Derrick Meador and Judee Bartos discuss their viewpoints and what changes, if any, should be made to assigned homework. Homework has been a popular method used in teaching for generations all across the world. It is the substance of these tasks, however, that concern both Bartos and Meador. Questions of content, gain, and the amount is the most debated. Each report provides its own unique perspective on homework and how it may benefit or hinder student potential during and after their academic careers.  

One issue commonly argued over with homework is the question of quality over quantity. Requiring students to dedicate several hours of their free time to completing homework assignments is considered discouraging and impractical. Homework, instead, should be created in moderation to effectively keep the children intrigued and willing to learn outside of class. In doing so, Meador adds, participation will become a recognizable result. “Teachers who assign meaningful, differentiated, connected homework assignments not only see student participation increase, they also see an increase in student engagement,” (Meador). By limiting the time spent doing homework, students will begin to feel less overwhelmed and more encouraged to learn. Bartos supports this claim as well in expressing that in the last decade, the results from the National Assessment of Educational Process (NAEP) show little to no improvement in test scores nationwide. From this, it has become evident that the conventional ways of the education system are no longer feasible for today’s students. Students should instad be given more conservative assignments that motivate them to stay focused and complete their tasks.

The objective set for every child in school is to know and understand the standards presented to them; in turn, homework is presented as an extra source of excercising what was previously taught. In a more traditional sense, many view homework strictly as an opportunity to, “practice, reinforce, or apply acquired skills and knowledge,”(Meador). With this, students can stay on schedule with their learning progress, but nothing further; as a result, students begin to feel confined in their learning experience and view homework as a forced regimen. Despite this opinion, those seeking to reform the ways of learning ask teachers to expand on these topics and allow students to excel beyond their efforts in school. In addition, the skills implemented in students will stay with them throughout the course of their lives. Bartos utilizes this fact to urge a change in curriculums writing, “...it's no longer how much you know that matters; it's what you can do with what you know,” a quote from education expert Tont Wagner, one of her key references. Ultimately, as students go from grade to grade the homework they are given will not have much influence on their everyday lives. Instead, if problem-solving and critical thinking were to be incorporated into schoolwork, students will not only see positive results in their grades but also in their ability to thrive as a member of society. While homework is beneficial for any student, it should also challenge them to go beyond their understanding and into application. 

Perhaps the most discussed topic on the subject of homework is the content of these out-of-class assignments. Meador’s article stresses the importance of providing individualized homework assignments for each student, writing, “We see homework as an opportunity to tailor lessons specifically for an individual student meeting them where they are and bringing them to where we want them to be.” In contrast, others suggest a different approach to reaching student success. Once again quoting Wagner, Bartos includes, “An emphasis on memorizing facts and focusing on test preparation is doing students a great disservice.” After all, in the modernized world of the twenty-first century, memorization is no longer a crucial skill needed to become proficient in. Critical thinking and problem-solving, on the other hand, are strengths that every individual should be taught to understand and put to use. Furthermore, both claims, while strong in their arguments, have significant flaws to consider. Meador’s strategy of differentiating homework may be beneficial for students, however, doing so is often time-consuming and even unrealistic for teachers with such busy schedules. Just so, Bartos’ method suggests that school systems completely alter the way students have been taught for generations. In its entirety, if these techniques were to be incorporated reasonably and in moderation, they could greatly improve the education process for students.

After reviewing the many aspects of homework, it is clear that these assignments can either help or hurt the children receiving it. Several take the stance that developing separate homework assignments, tailored to each individual student, will allow for more structured education and for each child to reach a level of understanding at their own pace. Others, however, see homework as a waste of time and a discouragement to students. When children are asked to complete an assignment outside of the classroom, they are often opposed. This reaction proves to have a negative effect on their entire learning experience as they lose motivation. In addition, the long-established practice of memorization also has had little to no influence on student success. In other words, students should focus less on complete mastery of a subject and more on communication and constructive thinking. Moreover, teachers must develop lessons that include teaching students the various skills that will benefit them beyond their time spent in school. After all, as these students spend thirteen years studying and testing, what purpose does it serve if they find no use for their acquired knowledge after graduation? Another important change to be made with homework is condensing the questions so students will accept the work with more reverence. In doing so, homework will no longer be viewed as a frustration, but as a tool. Altogether, homework should be given in moderation, with opportunities to catch up or get ahead and to learn beyond the subject taught.