ONLINE HOMEWORK HELPER

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Many different formulations of the concept of learning styles have been presented and a wide variety of instruments proposed to measure it. The instruments vary in length, format, and number of dimensions of learning style assessed. Some of the tests require special training to administer and interpret, whereas others are relatively simple to use (homework helper math).

Learning style is broadly defined as a learner’s perceptions of his or her own preferences for different types of learning conditions, including instructional materials and activities and learning environments. These styles are usually measured by self-report instruments that ask individuals how they prefer to learn. Cognitive styles, on the other hand, focus specifically on the way learners perceive, acquire, and process information that is more closely related to mental work. Cognitive style is assessed by means of task-specific measures of actual mental skills or tendencies in performing those skills (homework helper math).
 
Neither learning style nor cognitive style instruments were designed to measure home learning. Accordingly, we developed an instrument to serve that purpose. In defining home learning preferences, we adopted the broad definition of learning style just cited. The current instrument does not attempt to measure underlying information-processing mechanisms or how these mechanisms are related to home learning preferences. The instrument that we developed can be used in determining the differences in learning preferences in various groups (e.g., high vs. low achievers) but it does not provide information on the reasons (e.g., learners’ specific skills) that enable students in these groups to use certain preferred modes of learning (homework helper math).

Numerous investigators addressed the issue of whether self-report learning style inventories are of sufficient psychometric quality to justify their continued use for research or educational practices. It was reported, for example, that a number of widely used learning style tests are not good predictors of academic performance. However, other studies that employed information from learning style inventories found that matching learning activities and environments to individual learning style preferences resulted in increased student achievement.  These conflicting findings are not unexpected because of the wide variety of other factors that affect educational achievement (e.g., learner traits such as ability, prior knowledge; external factors such as socioeconomic status of the family, peer influence). The effect or predictive value of learning style information is probably quite modest, even when learning preferences have significant impacts on student learning (homework helper math).

Doing homework requires continued effort. The surroundings under which the homework is done influences the degree to which the learner sustains the effort required to successfully complete the homework tasks. In school, the learner has little choice about the surroundings in which learning takes place. At home, the learner has more choice about the general surroundings in which to do homework and can often adjust sound, light, temperature, and/or design to his or her liking. Preferences for homework surroundings also vary greatly among individuals. Some prefer a setting that is as quiet as possible, whereas others find background sound relaxing and helpful (homework hotline). Very bright versus dim lighting and warm versus cool temperature are additional surrounding characteristics that make a lot of difference to some learners when doing their homework. The design of the room in which homework is being done can also make a difference. Some learners like formal furniture, a desk and straight chair, whereas others prefer an easy chair or even a thick rug on which they can relax and work. For practical reasons, it is unlikely that individual preferences of sound, light, temperature, and design will be matched by the circumstances of any school classroom, and much more so in the crowded classrooms in most schools today. It is much more possible for parents to adjust the surroundings in which their children do homework, if they are aware of their children’s preferences and able and willing to match them (homework hotline).

 It is a difficult but worthwhile challenge for creative teachers to individualize homework in terms of the perceptual-physical preferences of the learners. It is less difficult but equally valuable for parents to make arrangements for doing homework that meet the student’s physical needs (homework hotline).

(1) Auditory. Some children prefer homework assignments that require them to listen to tapes or CDs that contain material to be used in doing the homework, and also prefer to hear homework instructions (homework hotline).

(2) Visual. Other learners prefer assignments that involve reading or watching films, and prefer to see written homework instructions (homework hotline).

(3) Tactile. Some children prefer the “hands-on” type of homework. They enjoy preparing exhibits to display for their classmates, building things and similar homework activities that require them to actually touch and manipulate materials (homework hotline).

(4) Kinesthetic. Some learners like homework that involves firsthand experience and active participation in events or activities that lead to the accumulation of knowledge: observing a phenomenon, interviewing an interesting person, or conducting an experiment. A learner, for example, could be assigned to use a computer to go on a virtual trip to a certain country studied in school, and the homework could be to report on a specific aspect of life there (homework hotline).

Homework helpers:  Homework is a powerful tool that can contribute to the advancement of children’s education and knowledge or it can do more damage than good to these enterprises. The difference between the two outcomes depends on the quality of the decisions as to how homework is implemented.  Homework, if properly used, may be the most effective and cost-efficient way to solve some of the most difficult educational problems. Proper use of homework can lead to significant improvement in academic achievement. Homework is an ongoing enterprise in all academic settings, it is there to be used and does not have to be discovered or invented. However, in its current form it is often part of the problem and not part of the solution. In order for homework to become a positive and powerful force in education, change will have to take place about how homework is understood, how it is used in schools, and how it is done at home (homework helpers).

Homework helpers:  In this opening blog, we have focused on understanding homework and suggested a conceptual model to explain the phenomenon. We developed the theory of homework performance in order to provide a rationale, general principles, general concepts and their respective components and to improve homework as an educational tool. In order to succeed in improving homework, the close cooperation of three distinct groups is required: the teachers who give the homework and afterwards grade it; the students who do the homework, derive benefits from doing it and from the feedback about their homework performance from their teachers; and the parents who largely control the physical and psychological surroundings in which their children do their homework and enjoy a more serene and conflict-free home environment if their children do their homework in an efficient and personally gratifying (homework helpers) .

Homework helpers:  The role of homework helpers in homework is not to be underestimated. Teachers have a major role to play in improving homework because teacher instructions determine its content, scope, and specific requirements. It has been clearly established that higher academic achievement and improved attitudes result from tailoring the learning experiences to the cognitive and personal–social characteristics of the learner. Individualizing learning at school and at home is a difficult but not impossible challenge. In suggesting intervention strategies in the coming chapters, we discuss how teachers’ practice in the classroom affects homework (homework helpers).

Math homework helper:  Moreover, studies of the effect of homework on academic achievement yield inconsistent findings. For example, a significant, positive effect of homework on student achievement was reported at the high school and college levels. However, at the elementary school level, findings are inconsistent: Some studies report a positive effect of homework on academic achievement, whereas others find no difference in student achievement as a function of time spent on homework. Some investigators even found a negative relationship between amount of homework and student attitudes toward homework.

Math homework helper:  A recent study found that it was not the amount of homework assigned but rather the amount of homework completed that is associated with student achievement, especially at the upper grades. They also reported that about one third of the students do not finish their homework. These findings serve as a warning sign that an important influence on the homework –achievement relationship has been ignored and merits systematic investigations.

Math homework helper:  If degree of compliance is a major determinant of the efficacy of homework in enhancing achievement, questions of what increases the degree of compliance merit high priority in future research. Considerable evidence indicates that allowing children to learn in school under conditions that match their individual preferences yield higher achievement and improved attitudes toward school. Unfortunately, there have been no studies about whether matching individual out-of-school learning preferences with the conditions under which homework is done increases compliance with these assignments, raises homework achievement, or both. One of the major reasons why this question has not been investigated is the lack of a theoretical framework that provides a heuristic conceptual model to stimulate research on homework, in general, and the lack of a reliable instrument to assess individual homework behavior, in particular.

Math homework helper:  Research studies on the intrapersonal and interpersonal characteristics of the person doing the homework (e.g., source and level of motivation, individual preferences of time, place, conditions, etc.) have been conducted even less frequently than research on homework assignment characteristics and their effects on academic achievement. School administrators, teachers, parents, and researchers in the field are acutely aware of individual personality characteristics of children in the school learning process. They recognize that it is not enough to be able to learn, that is, to have the intellectual ability to master the material, but that a person must want to learn and be able to persevere until an academic assignment is completed or an academic goal is achieved. This understanding has led to continuing efforts to understand motivation, in general, and to investigate the personal–social characteristics that affect learning in school, in particular. The time has come to expand this understanding to out-of-school learning. This book is a first step in that direction.