The Adverse Effects of Homework on Students BY

The Adverse Effects of Homework on Students BY: VANESSA MARES TEXAS TECH UNIVERSITY

Introduction �Since the mid-19 th century homework has been a common instructional practice, but what if this traditional practice has more adverse affects than beneficial ones? �Thesis: Although it is arguable that homework is academically beneficial, homework should not be assigned because of the stress it inflicts which causes adverse effects on student psychological state, social interactions, and parent relationships.

Counterargument �Those who argue for the use of homework stress that it has academic value seen amongst the positive correlation of time spent on homework and grades. �Zuzanek: There’s a direct correlation between time spent on homework and grades (113). �Katz et al. : The correlation is only at a modest level (407). �Corno: homework solidifies and extends material already learned (530). �Magnitude and difficulty are not accounted for.

Effects on Psychological State �Higher quantities of homework and its complexity impose stress on students that cause negative alterations to their psychological state. �Katz et al. : “homework stress is psychologically associated with negative emotional constructs” (416). �Corno: “too much complexity leads to frustration” (531).

Effects on Social Interactions �Lack of time due to homework negatively impacts a student’s psychological state which is detrimental to social interactions. �Zuzanek: longer hours of homework take away from daily activities such as socializing with friends (113). �Cosden: participation in homework may prevent participation in activities that benefit student bonding to peers (225).

Effects on Student-Parent Relationships �Not only does homework impede the psychological and social states of students, but many students suffer through relationship strains with their parents because of it. �Voorhis: parental frustration and embarrassment is common amongst parents who help with homework (325). �Cooper: “homework is often a source of friction between home and school” (3).

Conclusion �Although homework does hold some academic value, the magnitude at which it does so is not statistically significant and homework should not be assigned due to the negative effects on student psychological state, social interactions, and student-parent relationships. �Homework needs to be removed from the education system.

Works Cited Cooper, Harris et al. “Does Homework Improve Academic Achievement? A Synthesis of Research, 1987 -2003. ” Review of Educational Research 76 (2006): 1 -62. JSTOR. Web. 21 Jul. 2014. Corno, Lyn. “Looking at Homework Differently. ” The Elementary School Journal 100 (2000): 529548. JSTOR. Web. 21 Jul. 2014. Cosden, Merith et al. “The Effects of Homework Programs and After-School Activities on School Success. ” Theory into Practice 43 (2004): 220 -226. JSTOR. Web. 21 Jul. 2014. Katz, Idit et al. “Homework Stress: Construct Validation of a Measure. ” The Journal of Experimental Education 80 (2012): 405 -421. JSTOR. Web. 21 Jul. 2014. Van Voorhis, Francis L. “Interactive Homework in Middle School: Effects on Family Involvement and Science Achievement. ” The Journal of Educational Research 96 (2003): 323 -338. JSTOR. Web. 21 Jul. 2014. Zuzanek, Jiri. “Students’ Study Time and Their ‘Homework Problem’. ” Social Indicators Research 93 (2009): 111 -115. JSTOR. Web. 21 Jul. 2014.