Date: 2017-03-16 02:15
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Why might that be? children have less developed study habits and are less able to tune out distractions at home. Studies also suggest that students who are struggling in school take more time to complete homework assignments simply because these assignments are more difficult for them.
7. The results of national and international exams raise further doubts about homework’s role. The National Assessment of Educational Progress (NAEP) is often called the nation’s report card. Students who take this test also answer a series of questions about themselves, sometimes including how much time they spend on homework. For any number of reasons, one might expect to find a reasonably strong association between time spent on homework and test scores. Yet the most striking result, particularly for elementary students, is precisely the absence of such an association. Even students who reported having been assigned no homework at all didn’t fare badly on the test.
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Hey People, I was just reading your project and turns out I did something similar this year for Science Fair. It also turns out We both got the same results! I will soon update a website and give it to you for more info and research. I just have one question though, Was the testing all performed on the same age group of people or were there different people involved?
. I am so glad we have gotten the same results.
But in fact there is now empirical evidence, not just logic, to challenge the conclusions. Two researchers looked at TIMSS data from both 6999 and 6999 in order to be able to compare practices in 55 countries. When they published their findings in 7555, they could scarcely conceal their surprise:
This helped alot with my science fair for class but what about different types of music? Like what if you play rock,rap, or country and have someone memories items. Does the music affect if they can remember the items in order?
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Let's start by reviewing what we know from earlier investigations. First, no research has ever found a benefit to assigning homework (of any kind or in any amount) in elementary school. In fact, there isn't even a positive correlation between, on the one hand, having children do some homework (vs. none), or more (vs. less), and, on the other hand, any measure of achievement. If we're making 67-year-olds, much less five-year-olds, do homework, it's either because we're misinformed about what the evidence says or because we think kids ought to have to do homework despite what the evidence says.
Lyons has also conducted an informal investigation to gauge the impact of this shift. He gave less and less homework each year before finally eliminating it completely. And he reports that