Homework for early elementary education is known to help young elementary school students “develop good learning habits and positive attitudes toward school” (Marzano & Pickering, 2007).
On the other hand, older children should learn how to use their intrinsic motivation to learn, that they gained from their earlier K-12 years, and extrinsic motivation to learn—in the form of studying to maintain a high GPA and to obtain good standardized test scores, in order to get accepted into higher level colleges and ultimately achieve the goal of becoming financially stable and obtaining a steady income (AKA peace of mind & a form of happiness for many people).
An important factor at play in this process is motivation and passion. Students may not have enough motivation to consistently pursue their passion if, during their secondary and higher education, they are not provided with educational assignments that allow them to select assignment topics that align with their interests and main educational and career goals.
Homework should allow students to learn more in a non-classroom environment, and it should not continue to be considered a requirement; rather, it should be considered an extension of learning and an introduction to concepts and activities designed to be in a classroom environment (the “Flipped Classroom” model of instruction). The concepts and collaboration that really aid learning should be introduced during class, in either a synchronous or an asynchronous manner.
Lower-income students’ implications in the homework debate are such an important factor. Some students do not have equal opportunity to complete homework in a comfortable environment that aids learning.
Another factor in the homework debate is the concept of multiple intelligences. The multiple intelligences affect learners and the instructors who design learning for learners. Some learners are more affected by their distinct type of intelligence, because they may have stronger subjects and may have more interest toward specific subjects.
Students’ learning styles will also be affected. Instructors and instructional designers need to be aware of multiple intelligences and the disabilities that influence the type of intelligence that a learner may be more, or most, successful with. Instructional designers must also include various educational technology and present educational content in varying ways, in an effort to cater homework assignments to learners who learn a specific way or have specific interests.
Thanks so much for learning with me!
~CLL
References
Marzano, R. J., & Pickering, D. J. (2007, March). Special Topic / The Case For and Against Homework. Retrieved from ASCD: http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx