The effectiveness of homework in a 6th grade elementary science classroom

Abstract

Many educators and parents have debated the necessity of homework. Research studies completed in the past ten years analyzed whether homework benefited all grades' assessment scores, specifically in math and language arts. School districts throughout the United States have weighed in on whether or not homework is effective on student testing and whether or not homework is necessary. It is becoming increasingly popular for school districts to question the validity of homework rather than assigning their students homework. This study aimed to research whether homework in a sixth-grade general education self-contained elementary classroom affected student learning in science, as evidenced by increased science assessment scores. This study also includes a qualitative analysis of students' and parents' attitudes toward science homework. Students were given science homework two to three nights weekly for five weeks. After completing the homework assignment, students were given a weekly short assessment to test their knowledge. Following the weekly assessment, students were given a post-assessment survey to rate their attitude toward the homework. Analyses of the quantitative results indicated there was a minimal increase in scores. The analysis of the qualitative results indicated the students' attitudes, where they did not enjoy doing science homework, and parents saw homework as beneficial.