ONLINE HOMEWORK HELPER

There are four organizational components, structure, order, place, and time. These components represent individual preferences about what homework is to be done, in what order, where, and when, respectively. They are defined here (geometry homework help).

(1) Structure. Structure of the homework refers to the learner’s preference for the kinds of instructions that the teacher gives about how the homework is to be done. Homework may be highly structured, well defined, highly specific, and may only have one way to do it correctly. By contrast, homework tasks may be relatively unstructured, open-ended, with many ways to complete the assignment correctly. Learners may prefer more or less structured homework tasks, but teachers determine the degree of structure of homework assignments. If learners were provided with structure options in doing homework assignments, some more and some less structured, the motivation to do homework and the quality of homework performance would probably increase (geometry homework help).

(2) Order. The learner has much more choice when it comes to the organization of how, where, and when the homework is done. Learners have preferences in each of these and, depending on circumstances and parental pressures and sensibilities, usually can exercise them. There are individual differences between learners as to the order in which they prefer to do their homework assignments in the different subjects. Some children prefer to do the tasks that are easiest for them first and get them out of the way. Others prefer to tackle the difficult assignments to begin with, while their energy level is highest. Preference about order is also influenced by how much the learner likes one subject over another. Some learners prefer to do homework assignments in the subjects they like first and leave the least liked for last. Others prefer to leave the attractive subjects for last as a reward for having completed the less attractive subjects. The order component does not refer to the kind of order that each learner prefers (e.g., the easy assignments first and the difficult ones last), but rather to whether he or she maintains a stable, unchanged order pattern on a regular basis or whether he or she varies the pattern (e.g., sometimes easy–difficult and at other times, difficult–easy) (geometry homework help).

(3) Place. homework can be done in a variety of places at home. A child’s own room, the living room, the kitchen are all frequent settings for doing homework. It can also be done in school: in the library or in the classroom in special supervised study periods. Here again, we are interested in variability versus regularity. Is it always the same place in the house or outside the house, or does the preferred place vary? Does the learner stay in one place to do the homework or does he or she find it difficult to utilize one place and prefer various places? (geometry homework help)

(4) Time. The organizational component of time represents whether homework is done at a fixed time each day or whether the time for homework is not constant but rather can change from day to day (geometry homework help).

Science homework helper:  Neither cognitive nor learning style theorists distinguish between learning at school and learning at home. This means that they assume an individual’s motivation and personal preferences for learning in school and for learning out of school are the same. It is remarkable that no one has seriously questioned this assumption. A major difference between home and school learning is the physical presence of the teacher at school, but not at home. The teacher has influence on learning even when it takes place at home in that he or she determines the amount of homework assigned and the specific demands of each assignment. On the other hand, learning at home is done outside of school hours (i.e., a different time of day or on weekends), and is influenced by parents, siblings, and other children. It is distinguished theoretically and empirically between in-school learning style and out-of-school learning or homework style. They used different questionnaires of learning preferences in the two settings and found that learning style and homework style are correlated, but not empirically equivalent, and that different patterns of homework style are found in high versus low homework achievers and in children with positive versus negative attitudes toward homework (science homework helper).

Science homework helper:  In summary, individual students have both a characteristic school learning style, and a somewhat related, but not equivalent, characteristic style for doing their homework outside of school. These two kinds of preferences should be assessed separately because of their implications for optimal academic performance. As indicated earlier, when children are allowed to learn in school under conditions that match their learning style preferences, they have higher academic achievement and more positive attitudes toward school. Therefore, it is reasonable to expect that if children do their homework under conditions that match their preferences, similar positive results will be obtained. The goal of this book is to provide teachers, parents, and children with a basic understanding of the homework process, in general, and individual home learning style, in particular. Such understanding has an important practical implication in that it can provide the basis for developing individualized practical strategies that can help learners meet homework requirements more successfully and more enjoyably (science homework helper).