The basic objectives of assigning homework to students are the same as schooling in general: To increase the knowledge and improve the abilities and skills of the students. However, opponents of homework cite homework as rote (Rote learning is a learning technique which focuses on memorization learning by repetition), or grind work, («machacar») designed to take up children’s time, without offering tangible benefit. Homework may be designed to reinforce what students have already learned, prepare them for upcoming (or complex or difficult) lessons, extend what they know by having them apply it to new situations, or to integrate their abilities by applying many different skills to a single task. Homework also provides an opportunity for parents to participate in their children’s education.
Students generally benefit when their parents become involved in the homework process. However, too much parental involvement can prevent the positive effects of homework.
Setting a regular time to do homework and designating a specific place for doing homework helps keep the student well-focused on his or her studies. A flat surface, good lighting, school supplies (pens, pencils, paper, scissors, glue, eraser, ruler, etc.) and a dictionary are often essential.
Amount of homework required
A review of over 60 research studies showed that, within limits, there is a positive correlation between the amount of homework done and student achievement. The research synthesis also showed that too much homework could be counterproductive. The research supports the «10-minute rule», the commonly accepted practice of assigning 10 minutes of homework per day per grade-level. For example, under this system, 1st graders would receive 10 minutes of homework per night, while 5th graders would get 50 minutes’ worth, 9th graders (2º ESO) 90 minutes of homework, etc.
Many schools exceed these recommendations or do not count assigned reading in the time limit.
In the United Kingdom, recommendations on homework quantities were outlined by the then Department for Education in 1998. These ranged from 10 minutes daily reading for 5-year-olds, to up to 2.5 hours per day for the pupils in Year 11 aged 15 or 16.
SG (from various sources).