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Alyssa Newton

Mrs. Grubb

English III Honors

28 May 2019

Too Much Homework, Too Little Fun

Students at the elementary age are more motivated to complete homework because they

feel that they are good at school rather than being motivated to do homework to become better in

school (Shuster 31). Any activity can only be effective for so long. Typically children get bored

of doing the same thing repeatedly because they do not have long attention spans and school

tends to becomes inconsistent and frustrating. (Smith 324). It is hard for students to have a long

day of school and then have to come home and do hours of homework. One mother compared

her son's homework to a job. She said, “School is like a seven hour work shift and doing

homework for hours is like working a double shift” (Kohn 3). ​Because of insignificant effects

on student learning, excessive amounts of stress, and negative effects on family

relationships, homework should be eliminated in elementary school.

Homework is causing a recent concern that is spiralling out of control. Homework has

not always been a part of school. Hundreds of years ago, teachers, parents, and doctors were

against homework. Many doctors believed homework injured students’ spines, nerves, and mind

(Shuster 11). In 1901 the state of California banned homework until high school and very little

was given in high school (Shuster 11). ​In recent decades, the amount of homework has been

raised significantly in elementary school. The average amount for first through third grade has

doubled (Bomarito 6). Some physiological problems could stem from stress, such as tension,
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inability to concentrate, headache, and faster heartbeat (Bomarito 6). ​Additionally, a study

performed by Roger Smith shows results proving the relationship between teacher, student, and

parent has become more complicated over time (Smith 318); he described education as being

“market driven”, which causes tension in students (Smith 321). Homework is creating a concern

to students and parents in many circumstances. Ultimately, homework is causing stress for

children that does not benefit them in the end.

Homework in elementary school is not beneficial because studies display insignificant

links to academic achievement. Alfie Kohn performed a study on the relationship between

children and test scores. The results display no significant benefits in elementary school.

Homework does not improve test scores, but homework did show links to a negative attitude

(Shuster 18,19). Researchers did a study of over 3,000 third and sixth graders from 51 school

districts in Indiana and studied the correlation relating number of days and time spent on

homework with achievement test scores. The correlation in third grade was negative and ranged

from -0.22 to -0.09 (Cooper and Valentine 147). A negative correlation shows that there has been

a decrease in test scores. This study also proved that homework can cause undesirable traits such

as cheating (Cooper and Valentine 146). Cheating is the best way out for students because they

are worried about not completing their work and receiving a bad grade or punishment. Marcia

Clemmitt proposed:​“ the benefits of homework are too small to counterbalance the

disadvantages” (Bomarito 5). Farr conducted a study relating homework with family stress that

connected a relationship between and overload of homework and worse student performance.

(Farr 310). Because of the studies conducted, it is obvious that homework does not raise test

scores and is not academically beneficial for this age group.

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Homework causes abundant amounts of stress. ​In the fourth stage of Erik Erikson’s

psychosocial theory, children ages five through twelve feel the need to gain approval in the

values of society; therefore, children value the approval of teachers and parents. Homework puts

extra pressure on children because they worry about not finishing it and not getting the approval

they want. Parents have claimed that the pressure of homework takes away from play time and

causes sleep deprivation, stress, depression, and family strife (Bomarito 6). Proven by a study

conducted by Farr, ​there is a positive association between a child’s dislike of homework and

homework related stress (Farr 306). This means if the child strongly dislikes homework, then

homework will create large amounts of stress for the child. ​When asked about her experience

with homework, a local teacher commented that ​over the past seven years she has taught, when

the school limited homework, she could see less amounts of stress in students (Mauney).

Because of studies conducted and research provided, it is evident that stress plays a big part in

the homework being unnecessary at this age. Not only does homework make children physically

tired, but it also overwhelms students emotionally, psychologically, and physiologically.

Another problem created from homework is how it plays a part in family relationships.

Homework is proven to cause negative effects in a students family. 50% of parents reported

arguments with children during homework (Kralovec 40). Homework stops parents from

teaching their children things they want to teach them: heritage, religion, important life lessons,

and family values. (Kralovec 40). Parents have values to teach their children and with homework

getting in the way and consuming so much time, important values are put to the side. Parents of

students in elementary school have concerns that are increasing: they fear this might cause stress

and lack of interest in school (Shuster 38). As parents feel a great need to be involved in their
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child’s education, they start to stress. (Farr 307).Research substantiates the idea that family life

and homework can play a negative role towards each other.

Another reason that homework is unnecessary is the unfairness it brings to kids. For

example, children from poorer homes have more difficulty completing assignments compared to

middle and upper class. Poor children may have to work around the house after school, take care

of siblings, help their siblings with homework, or simply do not have the right home

environment to work in for success (Cooper and Valentine 146). About 20% of US children live

in poverty and adding homework does not improve the situation (Kralovec 40). In a study

conducted by Roger Smith, children reported feelings of being inadequate or unequal (Smith

317). This causes disparity between students and if homework was eliminated, students would

get an equal environment and equal focus on schoolwork. ​When asked about her experience with

homework, a local teacher commented that ​she did not think projects are beneficial to students in

elementary schools because it is important to level the field for students. Those who do not have

help or support and can not buy supplies seem to experience stress when projects are given

(Evatt). Homework makes unequal learning opportunities and can discourage students who do

not have the family support.

Of course, supporters of homework would argue that homework is a way to keep parents

involved with their child’s education Although this may be true, phone calls, letters, emails, and

parent teacher conferences can equally keep parents involved in their students’ learning (Shuster

33). Additionally, Parents are often tempted to complete their child's homework for them;

therefore, the student is not benefiting from the homework. (Shuster 33). At the same time,

parents can confuse students if they use different methods than teachers and the student may not
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be able to complete the task correctly in result of being taught different ways (Cooper and

Valentine 146). Mrs.Stevenson, a local elementary teacher, claims that she can see signs of

parents completing assignments for some students, which does not help the student at all.

Because of the studies conducted, interviews given, and general facts concerning

homework, it is obvious that there is a clear concern for the amount of homework given at the

elementary age and how it affects students. Homework is an unbeneficial use of time during the

elementary grade levels. Homework shows no benefits towards education, a significant amount

of stress, and strongly alters family relationships. Because of the amounts of stress, teachers

should create a way to reduce homework. Teachers should give feedback on homework rather

than a grade. Teachers should assign homework on a need to need basis, such as if a student

needs a few more problems of practice, or if a worksheet in class did not get finished in class.

This is a rational way to assign homework rather than creating assignments and busy work

months in advance. In the latter case homework becomes overloaded. If teachers were more

considerate about assigning homework, this would help students enjoy school, enjoy learning

and be able to enjoy their life at home as well. This may not seem important to all people, but it

should be for those who care about the future generations and how they will impact society:it all

starts with how children develop and learn in elementary grades.

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Works Cited

Bomarito, Alyssa. "Reclaiming Childhood: Effects of Homework on Elementary Students"

(2017). ​Capstone Projects and Master's Theses​. 184.

https://digitalcommons.csumb.edu/caps_thes_all/184​.

Cooper, Harris, and Jeffrey C. Valentine. “Using Research to Answer Practical Questions About

Homework.” ​Educational Psychologist​, vol. 36, no. 3, Summer 2001, pp. 143–153.

EBSCOhost​, doi:10.1207/S15326985EP3603pass:[_]1.

Evatt, Lori. Personal Interview. 15 March 2019.

Kohn, Alfie. “Down with Homework.” ​Instructor,​ vol. 116, no. 2, Sept. 2006, pp. 43–68.

EBSCOhost​,

search.ebscohost.com/login.aspx?direct=true&AuthType=ip,custuid&custid=s8455861&

db=a9h&AN=22258746&site=ehost-live&scope=site​.

Kralovec, Etta, and John Buell. “End Homework Now.” ​Educational Leadership,​ vol. 58, no.

7,Apr. 2001, p. 39. ​EBSCOhost​,

search.ebscohost.com/login.aspx?direct=true&AuthType=ip,custuid&custid=s8455861&

db=a9h&AN=4344258&site=ehost-live&scope=site​.

Mauney, Erin. Personal Interview. 15 March 2019.

Pressman, Robert M., et al. “Homework and Family Stress: With Consideration of Parents’ Self

Confidence, Educational Level, and Cultural Background.” ​American Journal of Family

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Therapy​, vol. 43, no. 4, July 2015, pp. 297–313. ​EBSCOhost​,

doi:10.1080/01926187.2015.1061407.

Shuster, Kate.​”Is Homework a Waste of Time?” ​Heinemann, 2008.

Stevenson, Heather. Personal Interview. 15 March 2019.