A recent study of 5,200 high school students, published in the Journal of Advanced Academics, discovered the surprising fact that the longer amount of time a student spends on math homework may directly correlate to lower math scores.
To the chagrin of math teachers everywhere, this study dispels the notion that lengthy and frequent homework assignments reinforce concepts learned in the classroom, and give students additional practice when classroom time is limited. Even the National Education Association proclaimed that – in the upper grades – homework develops greater student achievement. But if, indeed, the results of math homework are lower math scores and achievement, is math homework pointless?
Educational Research Newsletter & Webinars points out that the study determined the longer a student spends on math homework may actually demonstrate the student does not fully understand the mathematical concepts or may not have access to an environment conducive to studying, not that the student enjoys math or works ‘longer and harder’ at it than others.
Further, according to the study, African-American and Hispanic students spend about 16-21% more time on their assignments than their white peers. Female students also spend, on average, about 5% more time on their homework than male classmates.
Inversely, those students who spend less time on their homework often understand the material better, have a more homework-friendly environment, and earn higher math scores on achievement tests.
So if less homework means better test scores, and more work means lower test scores, is math homework pointless? Should teachers abandon homework all together, and focus on a new teaching strategy?
Not necessarily. Educational Research suggests that the study’s data proves that homework can be beneficial for students, if – and only if – they develop a self of self-efficacy, or, a confidence in their ability to understand and complete each assignment.
So what does this mean for teachers? Per recommendations, teachers should be using in-class time to introduce concepts and practice them until students feel confident in their abilities. Only after this confidence is achieved should students be given homework. Recommendations also suggest personalized homework assignments for students at different levels.
As a teacher, I understand what the study and its recommendations are aiming at. Obviously, students must build confidence in their abilities before tackling tough questions. However, due to the limitations of class-time (typically about 45 minutes long), I’m concerned about a teacher’s actual ability to ensure every student has gained expertise in a skill before assigning homework. In fact, I’ve never talked to a math teacher who ever even came close to getting through their math textbook each year (much less assigning and grading individual homework assignments).
Though the study suggests math homework may be pointless, I actually think there are many benefits to it which have not been addressed. However, I do think the study does a good job at pointing out the reasons for gaps in student achievement, and – ultimately – the unfortunate conclusion that our public schools are not set up for optimal learning for every student.