First, we will explore the question of who invented homework along with its history. Then, we will discuss several theories regarding the benefits and detriments to students. And finally, we will provide recommendations for teachers who assign homework daily.

Mr. Friedrich Froebel taught small children every day after regular school hours

We can exemplify the historical context of homework can vary by a German schoolteacher named Mr. Friedrich Froebel, who taught small children every day after regular school hours. Later, a woman named Ellen Gates Starr developed a curriculum that required students to engage in independent study for a certain amount of time each week.

American educators began to document and publish textbooks

In the early 1900s, American educators began to document and publish textbooks on all subject matters. It gave rise to the standardized multiple-choice assessment test and grade promotion from one level of schooling to another. In addition, we characterize this period by an abundant public school building program and increased emphasis on college preparation courses such as mathematics, English composition, and language studies. Was it them who invented homework?

German educational system

The German educational system established in 1871 is advanced today because education was compulsory for children aged 6-14. Moreover, compulsory education was free to all students and provided by the state to those who could not pay tuition fees (The Global Education Magazine).

Mr. William Bagley of Harvard University delivered a talk on homework in May 1914

In a modern context, Mr. William Bagley of Harvard University delivered a talk on homework in May 1914, which is considered relevant today for teachers who assign homework daily. He argued that students should have more time for recreational activities rather than being forced to study at home after school hours because their minds are fatigued from schoolwork and extracurricular activities. In addition, he suggested that if parents were required to assist their children with homework, they would likely resent doing so (“History of Homework”).

Research shows that their teachers in primary school do not assign most students any homework. However, an average of twelve minutes of homework is assigned to students aged 6-11 per night, while teenagers aged 12-17 spend an average of thirty-five minutes completing their daily assignments. Still, who invented homework?

Benefits versus detriments of homework

We can investigate the benefits versus detriments to students who receive regular homework assignments. First, the potential positive effects on students include opportunities for them to build character and perseverance. Second, homework can provide additional academic practice, which helps consolidate what they have learned during the school day (“Value Of Homework”).

The positives

Some studies show that working helps children become better problem solvers and teaches them to assume responsibility for learning activities at home because they learn how to manage their time and maintain a system for organizing materials. In addition, working can help establish good study habits, which will benefit them when competing with other students for advancement from one grade level to another. For essay writing also students contact professionals to do their work.

The negatives

On the other hand, the potential negative effects on students who receive regular homework assignments include a lack of time left in the day for family activities because most children are beginning to become more independent during adolescence. In particular, students may have fewer opportunities for playing with friends or engaging in physical activity due to spending so much time completing schoolwork at home and attending classes at school daily. They might be cursing the person Who invented homework.

Conclusion

In conclusion, there is no “ideal amount” of homework as it varies from student to student. Additionally, we need more scientific studies to fully understand how homework affects students’ grades and their social relationships with family members and peers.

Socialogical perspective

In general, sociology is a systematic study of society that analyzes factors that determine human behavior within a complex network of social institutions such as schools or families.

Sociologists have employed several theoretical approaches regarding homework assignments for students in schools. It includes Functionalism, Conflict Theory, and Symbolic Interactionism (Wang).

Functionalist perspective

The functionalist perspective argues that certain institutions exist because they serve important functions for people within a society. A functionalist would say that assigning homework to students helps them learn new concepts taught during class time at school and new information at home. Functionalists argue that the continuation of the educational system is necessary for society to run efficiently.

Conflict theory

In contrast, conflict theory states that there are inequalities in societies between different groups of people with conflicting interests. A conflict theorist would argue that homework assignments only benefit teachers and school administrators because it allows them to determine how much students learn in their classes (Oliveira).

Symbolic interactionism

On the other hand, Symbolic interactionism focuses on the relationship between humans and definitions of “self” within social interactions in different situations, such as when completing an assignment with family members or interacting with peers during playtime (Wang).

According to sociological research, we can also view homework when looking at gender differences among students. For example, girls may be more likely than boys to complete their homework during class to impress teachers. Because it motivates them to please authority figures. On the other hand, boys may be more likely than girls to complete their homework without adult supervision because they do not want to rely on others to help them or tell them what to do (Devine).

In conclusion, sociologists have analyzed why students receive regular homework assignments in school and how it affects their social development and relationships with family members and peers at home. Furthermore, gender differences among students affect how much time people spend completing these assignments and whether or not students can work independently from adult supervision at home.

Why we give homework to engineering students?

A homework assignment is a teaching tool used by professors to allow students to practice what they have learned in their class. In particular, engineering students can apply their math and science knowledge during a homework project that helps them remember the concepts taught by their professor (Engineering Students).

Regarding gender differences among engineering students, females are more likely than males to complete a homework assignment because women tend to be perfectionists who feel that they need to succeed at all costs. In contrast, men may avoid situations where they might not do well due to fear of failure (Sanchez-Burks et al.). Consequently, more male engineering students pay someone to do their assigned tasks.

While completing a regular homework assignment takes up time for other activities such as peer interactions or physical activity, sociologists have analyzed the benefits of homework, including improved test scores, study skills, and time management (Fernandez).

What are the benefits of homework?

Homework helps improve student performance in school and teaches them the importance of time management skills. In addition, homework can satisfy students’ individual needs, such as those who need self-discipline and those who feel the desire to socialize with their peers (Mulligan).

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