While some proponents of homework believe in its purpose, a question still persists about the role of homework in determining the student’s grade. Should homework be assigned and graded on a regular basis, or should it be viewed as an educational means to an end? As a means to an end, should one centralized school or district policy govern homework, or should some flexibility exist?
Education consultant Ken O’Connor (1999) suggests eight guidelines for successful assessment, which includes a directive to not mark every single assignment for grades, but rather take a sampling of student efforts in order to assess how much they have learned. His approach pushes for a more standards based approach in determining grades, combining formative assessment to track students’ grasp of lesson concepts as they learn, enabling adjustment of teaching practice on-the-fly, and summative assessment in the form of a test or quiz, which measures the level of student knowledge and understanding after the learning process. This is also a valuable tool for the teacher, as they may be better able to gauge the efficacy of their lessons and unit.In a study conducted by Hill, Spencer, Alston and Fitzgerald (1986), homework was positively linked to student achievement. They indicate that homework is an inexpensive method of improving student academic preparation without increasing staff or modifying curriculum. “So, as the pressure to improve test scores continues to increase, so does the emphasis on homework” (p. 58). 142 school systems in North Carolina were contacted.
Of the initial 142 schools, 96 responded, and were sent three-part questionnaires seeking information about the existence, scope, development and evaluation of homework policies in their schools. The researchers cite several general conclusions based on their findings, including the importance, and apparent lack, of homework policies in existence. Despite the pervasive nature of homework in every participating school, only 50% of the schools indicated the existence of a written homework policy.
Amongst the policies reported by the other half of the participating schools, most of the policies specified the type or quality of homework to be assigned, and allowed some flexibility in the assignment and evaluation of homework. The authors indicated:
. (Hill, Spencer, et. al, 1986, p. 68)
Homework is seen as a valuable resource for teaching, allowing students to practice, and in doing so, learn the unit material. This study documented the importance of flexibility in the assignment and evaluation of quality homework assignments, but also the alarming lack of a written homework policy in 50% of the participating schools.
It can be drawn from this study that some type of homework policy is necessary, as is the assignment of higher cognitive types of homework and the flexible assessment and grading of that work in order to foster and track student learning.
Cauley and McMillan (2009) define formative assessment as, “A process through which assessment-elicited evidence of student learning is gathered and instruction is modified in response to feedback” (p. 1). The authors suggest the use of feedback in the process, but suggest a steering away from performance-goal oriented extrinsic motivators such as grades. Emphasis on performance and grades during the formative process can be detrimental to eventual student achievement because it might shift student focus away from their goal of mastery of course material to concern over the way their abilities might be judged by their peers (Cauley & McMillan, 2009, p. 3).
Constructive feedback throughout this process maintains the focus on mastery goals created at the outset, and provides the student with the support necessary to make connections between new learning and prior knowledge. Homework, ongoing formative assessment, and feedback are all considered to be part of the instruction process. Grading and recording the work completed throughout this time would not accurately create a record of the student’s level of understanding and knowledge because they are still in the process of learning the material.
McMillan, Myran and Workman (2002) conducted a study of over 900 teachers in order to investigate the assessment and grading practices in practice. The authors used surveys returned by a sample of 901 participating teachers of grades 3-5, representing a total population of 1,561 teachers of those grade levels from 124 schools near Richmond, Virginia.
The surveys featured a 6-point scale for participants to rate the emphasis they placed on different assessment and grading practices, with 1 being and 6 representing The findings revealed relatively low emphasis on homework grades, but also a positive correlation between the importance of homework and increasing grade levels. The authors state that:
. (McMillan, Myran, & Workman, 2002, p. 209)
This study documents the importance of homework in the construction of knowledge, but also identifies the fact that there was little emphasis placed on the grades for that work. The majority of the assessment for the students was derived from test and quiz scores, or other forms of summative assessment.
O’Connor (1999) begins his list of eight guidelines for successful assessment with the indication that the only acceptable basis for student grades is their own individual achievement. He goes on to specify that grades recorded must measure the student’s achievement of the learning goals established at the outset of the unit. This suggestion is aligned with the information provided by Cauley and McMillan (2009), which emphasizes the importance of setting mastery goals prior to the instruction process.
They also convey the idea that feedback, and not grades, should be used during the learning process, as formative assessment takes place. The true measurement of what the student has learned comes at the end of that learning process, in the form of a summative assessment, which McTighe and O’Connor (2005) suggest also be used at the outset of the unit to establish realistic performance goals:
. (McTighe and O’Connor, 2005, p. 2)
Waiting until the end of a unit, however, to measure student learning is a mistake, since the time for instruction and learning of that material has ended. It is in the course of the instruction and learning process that McTighe and O’Connor also place importance on the formative assessment process.
Homework is a form of formative assessment, along with draft work, ungraded quizzes and other exercises used with the intent of guiding and instructing the student to promote higher-level cognitive connections. Placing little or no emphasis on grades on those types of exercises and activities allows for focus on the mastery goal, and keeps feedback constructive. “Although teachers may record the results of formative assessments, we shouldn’t factor these results into summative evaluation and grading” (McTighe & O’Connor, 2005, p. 1).
This philosophy could be seen in the low levels of emphasis placed on homework grades in the study by McMillan, Myran, and Workman. Effort, ability, and improvement remained important factors in that study, and McTighe and O’Connor echo that idea in their discussion of replacing old student achievements with new ones. They take into consideration, the varying learning curves of different students, and their progress toward goals set at the beginning of the unit. A student will likely have a greater mastery over the unit material at the end of instruction, than at the outset of instruction.
That point, at the end of instruction is the appropriate time to measure what the student has learned, allowing improvements to replace previous difficulties or failures. McTighe and O’Conner (2005) note, “Allowing new evidence to replace old conveys an important message to students – that teachers care about their successful learning, not merely their grades” (p. 6).
The material reviewed has established the importance of the existence of a flexible, written homework policy on a school or district level. Mr. O’Connor presents a total package, in this respect, to schools and districts that are seeking to establish a policy, or re-evaluate their current one. Following my research and analysis of the relationships between the literature, and Mr. O’Connor’s work, questions still remains unanswered, possibly to be addressed in further study: Will students be motivated to complete homework and/or classroom activities that they know will not be graded?
If there were a problem with student motivation in this respect, what would the impact be on achievement in a setting where the same, or similar type of policy is in place? If a teacher wishes to use homework for the purposes of ungraded formative assessment, they must be certain that the work is truly that of the learner him or herself, with no outside assistance coming from family members or tutors they might see outside of school. This is a major problem related to the use of homework in this way, as homework results may not truly be indicative of the student’s acquired knowledge.
Cauley, K., McMillan, J. (2009). Formative assessment techniques to support student motivation and achievement. Retrieved from Professional Development Collection.
Good, T., Brophy, J. (2003). Boston: Allyn and Bacon.
Hill, S., Spencer, S., Alston, R., Fitzgerald, J. (1986). Homework policies in the schools. . Retrieved from Professional Development Collection database: .
McMillan, J., Myran, S., Workman, D. (2002). Elementary teachers' classroom assessment and grading practices. . Retrieved from Professional Development Collection database: .
McTighe, J., O’Connor, K. (2005). Seven practices for effective learning.
O'Connor, K. (1999). Arlington Heights: .
Retrieved from Professional Development Collection.Good, T., Brophy, J. (2003). Boston: Allyn and Bacon.
Hill, S., Spencer, S., Alston, R., Fitzgerald, J. (1986). Homework policies in the schools. . Retrieved from Professional Development Collection database: .
McMillan, J., Myran, S., Workman, D. (2002). Elementary teachers' classroom assessment and grading practices. . Retrieved from Professional Development Collection database: .
McTighe, J., O’Connor, K. (2005). Seven practices for effective learning.
O'Connor, K. (1999). Arlington Heights: .
Carbone II, S. A. (2009). "The Value of Homework: Is Homework an Important Tool for Learning in the Classroom?" , (12). Retrieved from
Carbone II, Steven A. "The Value of Homework: Is Homework an Important Tool for Learning in the Classroom?" 1.12 (2009). < >
Carbone II, Steven A. 2009. The Value of Homework: Is Homework an Important Tool for Learning in the Classroom? 1 (12),
CARBONE II, S. A. 2009. The Value of Homework: Is Homework an Important Tool for Learning in the Classroom? [Online], 1. Available:
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Are you searching for why is homework important? If yes, then have a close look at this blog post to explore why homework is important.
For parents, it is a hard nut to crack, engaging their children with homework. It seems like a nightmare for students to do their homework.
I am not denying that doing homework is boring for students because, at that time, they wanted to play, watch TV, and do other recreational activities instead of doing homework.
People often think homework is pretty stressful; I agree. But also, there’s a lot of significance. I think that people are far too overwhelmed with the phrase “homework,” but they may not understand why this word is the key to improving our understanding and leads to success.
Other than that, it assists the students, parents, and teachers.
So, to know more about homework and its perks, keep scrolling on this blog because here, we will illustrate why homework is important to students, parents, and teachers.
Table of Contents
This query is widely known because it is not exciting to do homework.
Homework is indeed important in a student’s life. But the students should do it with creativity, enthusiasm, and dedication to take advantage.
Learn how to study, do homework, and study independently, as they will master how to use various sources, such as texts, book chapters, libraries, and websites. As students handle difficulties, they’ll learn how to cope skillfully.
Do you want to know, “why is doing homework important?” let’s know the first benefits of homework for students.
Do you know, “ why is homework important to students ”? Here are the following points that help you know why is it important to do homework for students.
Why Is Homework Important For High School Students? |
Develops crucial study skills |
Potential of promoting classroom learning |
It encourages the discipline of practice. |
Homework builds communication bridges |
Homework teaches students how to problem solve. |
Students learn the importance of time management. |
Helps teachers assess a student’s learning. |
Practice makes perfect. |
Boosts memory retention |
Allows students to revise content or students understand why is homework important facts. |
If you want to know, “does homework promote learning debate points,” just read the following points.
Yes, the importance of homework in students’ life in the current scenario is the best topic for the essay. Because after the Covid 19 pandemic, only a few students spend hours doing homework.
According to students, homework is an immense burden to teachers and students, but still, it is essential. Some people doubt homework’s usefulness, but teachers and students agree homework is vital.
Homework helps students to encourage time management skills, get better grades in school, improve focus on study, and promote crucial study skills in students, etc.
Homework is planned to be a positive point of view in students that encourages children to learn. Teachers allot homework to support students’ study, use, and incorporate what has been discovered in class; develop student investigation of topics more positively than class time permits; and help students prepare for the next class session.
Homework teaches students about time management. Homework teaches students how to set importance. Homework helps teachers determine how well the lessons are being understood by their students. Also, it helps students to know why is homework important in their studies or Why is homework not important. Homework teaches students how to problem solve.
In 2006, Duke University psychology professor Harris Cooper did the most research on homework with meta-analysis. He found an optimistic correlation between homework and student achievement, describing how students (who did homework) performed better in school. The correlation was more robust for older students in 7th through 12th grade than for those in younger grades, for whom there was a weak relationship between homework and performance.
Cooper’s research concentrated on how homework affects educational achievement or Why Is Homework Important. It is possible with the help of test scores. His report stated that homework is also considered to enhance attitudes toward school, study habits, self-discipline, interest, and self-dependent problem-solving skills.
On the other hand, research demonstrated that too much homework could cause emotional and physical instances, negatively fuel mindsets about learning, and determine relaxation time for children.
In a debate, there are always two sides to the discussion. Take a look at the opinion of each side:
Few people believe that homework has negative aspects and argue that homework seems to have no educational benefits. It takes a long time away from extracurricular activities and makes learners hate learning.
They opine that the students should do other fun activities instead of doing homework so that they can learn with joy.
Moreover, people think playing is important for physical and mental growth, while homework resists their physical and mental development as it is boring.
In contrast, other people say completing assignments, projects, or schoolwork by students widens their knowledge of topics. It puts the learning responsibility and teaches essential management skills they can carry and analyze throughout their lives.
The central argument for adding to the debate about homework is that things are not just black, and every point has two sides.
Homework helps increase intellectual ability, but teachers ensure that they do not put an extreme burden on students in the name of schoolwork or assignments.
Why is homework important for the academic success of students? Many people try to find out the answer to this question. Here we discuss some reasons why homework is essential for the student’s success:
Children and young people find it difficult to manage time after school for various activities and don’t know how to prioritize their to-do lists.
Parents want these assignments for young children assigned by teachers to guide the children in developing this vital skill.
The primary objective for college students ultimately involves learning how to handle various tasks and to fit them into their schedules.
Also, plan which activity will take a shorter or longer time based on their strengths, weaknesses, or skill level, and interest.
Time management skills are important for students, especially children because they have to manage different tasks simultaneously in the future.
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With the help of homework, the students can realize their interests and what area they should pursue their advanced study to choose a worthwhile profession.
Homework stimulates the students to recognize their weaknesses and strengths, which is important for further education.
Homework is the student’s responsibility, and finishing the task on time helps the student learn to be accountable. Getting things done to do coursework individually builds the ‘I’ve made it’ capacity spirit.
Accomplishments, achievement, and responsibility seem to be the most necessary executive skills in the work environment and need to be developed in the early years as the child progresses.
Some people, including educational administration, parents, etc., think, why is homework important? Does it contribute to developing some skills in students?
Undoubtedly, It helps develop various abilities among students, and confidence is one of them. Children often need to try their problems or tests and understand that failing is necessary for learning.
Students gain faith by working through math problems or writing papers, and developing innovative problem-solving skills.
Both Self-esteem and coursework are connected very strongly. When the students assign homework, they feel they are part of it, and contribute positively.
This emotion helps make them work very hard to complete their homework on time. Completing homework builds their confidence and creates a sense of accomplishment and satisfaction.
Homework is a tool to sharpen the memory of students. The student is given an individual period after productive classwork to test what the teacher taught earlier in class. It encourages concentration power and develops strong memory.
A student may be able to think about new ideas that improve memory in a unique atmosphere. The student can apply the learning to real-life circumstances and experiences through homework.
Parents and students always think, why is homework important? They think that it creates an extra burden on the child. The reason for it is that they don’t get involved in it with the child.
But the homework sometimes needs the help of the parents to do it. It forces parents to remain on the same page with their kids as they work through lessons and units.
It also enables parents to reach the teacher if they find that their child is coping with one topic or subject. In the younger grades, in particular, schoolwork will help mom and dad be aware of their children’s weaknesses and strengths, providing for adequate opportunities for action if required.
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Homework is a task for students after school, which they do at home. Once the students successfully complete the homework task, they can memorize the work performed in the classroom.
Students feel informed when they finish their home tasks alone, which induces independence. Independent working fosters sincerity and dedication when the tasks get tough; an independent student can learn to get tough.
Homework requiring teamwork helps the students to develop a sense of collaboration. When a student can cooperate very well with team members to finish the tasks, it indicates that such a student can be a great team player within an organization in the future.
Children must realize the importance of hard work and shape the self-regulation and obligation to contribute to and see through their projects.” Homework can encourage students to form a hard-working ethic they will take to college and beyond.
The student develops an interest in a particular subject with the help of homework. By doing so, they can choose the right career path. Students who follow the teacher’s instructions grow their interest in a particular field. They also develop mastery of that subject.
The above points explain the reasons why is homework important in detail. The assignments should be a productive experience that allows all students to understand well and enhance their final score.
Homework assignments are useful and important for preschool, high school, and college students. Homework helps improve the scores of students on school examinations.
It will have a positive long-term impact on the student’s future. Home assignments have enabled several learners to gain important skills for their future lives.
The study finds schoolwork increases thinking capabilities and helps students gain practical skills like goal-setting, problem-solving, perseverance, and organization. The reasons why it is essential to do your homework:
There are so many aspects that you learn each day. And this is not just happening at school-there are opportunities almost anywhere.
Can you recall a time when you once learned something, but you can’t quite remember the important information when you go and say it to someone else?
Did you guys know we remember only about 20–30 percent of what we’ve been informed? I think it’s even less than that sometimes. Reviewing what you’ve learned is pretty useful, especially if it is important.
It can improve your memory power by up to 50–70%. So it can be quite useful to do your classwork to ensure you’ve learned something well. It is the reason why is homework important to complete well in time.
In class, many students come with their complete homework assignments and submit them to the teachers. The teacher evaluates every student’s worksheet and assigns grades according to the report.
By the result of your homework, you can know who your competition is in the class. He or she will give tough competition in the final examination also.
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You must hear the famous phrase “practice makes a man perfect.” If you practice well, you can do the work even better. The same is in the case of school-related work.
Practice helps students learn the subject matter better as they complete their homework assignments. Homework is a way of independent learning.
When students start doing homework, they search for the resources to complete it in the right way. The practice of doing homework as per schedule, you will find it to do correctly. It is a learning process. The more you practice the subject, the more you learn about it and find it easier.
Now from the above reasons, you know why is homework important to do well in time.
Quick Links
It is clear from the above discussion why is homework important.
Homework makes a child’s overall development easier. It will prepare you for the upcoming after-school lesson and exams and help in life. Do not neglect homework assignments; improve valuable life skills by doing them.
The old saying “quality over quantity” contributes to any homework task, and there must be timely feedback to help students learn the required skill or concept. Students must understand the objective and know the importance of any task, whether at home or in college.
If you still cannot do coursework, you can take homework help from calltutors.com . Our experienced professionals guide you on any subject homework. So contact us anytime as per your requirements. We are always available for your help.
Why is homework important for teachers.
If teachers assign homework to the students properly, they can determine the capacity of their students. They can analyze in which area their students are going smoothly and where they are facing difficulty.
Firstly, it helps them to score good grades in their academics. Apart from this, there are other benefits. It teaches the students how to solve problems, plan, organization, and decision-making.
The main reason behind it is that it works as a bridge and can help teachers and parents learn more about how students like to know.
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Oxford World School
Choose whole grains instead of refined grains.
Whole grains offer a “complete package” of health benefits, unlike refined grains, which are stripped of valuable nutrients in the refining process.
All whole grain kernels contain three parts: the bran, germ, and endosperm. Each section houses health-promoting nutrients. The bran is the fiber -rich outer layer that supplies B vitamins , iron , copper, zinc , magnesium , antioxidants , and phytochemicals. Phytochemicals are natural chemical compounds in plants that have been researched for their role in disease prevention. The germ is the core of the seed where growth occurs; it is rich in healthy fats, vitamin E , B vitamins, phytochemicals, and antioxidants. The endosperm is the interior layer that holds carbohydrates, protein, and small amounts of some B vitamins and minerals.
These components have various effects on our bodies:
The invention of industrialized roller mills in the late 19th century changed the way we process grains. Milling strips away the bran and germ and leaves only the soft, easy-to-digest endosperm. Without the fibrous bran, the grain is easier to chew. The germ is removed because of its fat content, which can limit the shelf life of processed wheat products. The resulting highly processed grains are much lower in nutritional quality. Refining wheat creates fluffy flour that makes light, airy breads and pastries, but the process strips away more than half of wheat’s B vitamins, 90 percent of the vitamin E, and virtually all of the fiber. Although some nutrients may be added back by fortification, other health-promoting components of whole grains such as phytochemicals cannot be replaced.
A growing body of research shows that choosing whole grains and other less-processed, higher-quality sources of carbohydrates, and cutting back on refined grains, improves health in many ways. For a closer look at carbohydrates, check out our Carbohydrate Guide .
The 2015-2020 Dietary Guidelines for Americans recommends eating 6 ounces of grain foods daily (based on a 2000-calorie diet) and getting at least half or 3 ounces of that grain intake from 100% whole grains. [1] However, due to an increasing amount of research showing the various health benefits derived from whole grains, and even a possible detrimental effect when eating mostly refined grains, it is recommended to choose mostly whole grains instead of refined grains. An easy way to tell if a food product is high in 100% whole grains is to make sure it is listed first or second in the ingredient list. Or better yet, choose unprocessed whole grains:
Amaranth | Kamut | Spelt |
Barley | Millet | Teff |
Triticale | ||
Buckwheat | Rye | Wheat Berries |
Bulgur | ||
Corn | Sorghum |
Be careful when choosing foods labeled as whole grains: “Whole grain” doesn’t always mean healthy.
One study revealed that inconsistent food labeling means that foods identified as “whole grain” are not always healthy. [2]
Consumers should steer towards whole grain foods that are high in fiber and that have few ingredients in addition to whole grain. Moreover, eating whole grains in their whole forms—such as brown rice , barley, oats , corn, and rye—are healthy choices because they pack in the nutritional benefits of whole grains without any additional ingredients.
As researchers have begun to look more closely at carbohydrates and health, they are learning that the quality of the carbohydrates you eat is at least as important as the quantity. Most studies, including some from several different Harvard teams, show a connection between whole grains and better health. [3]
Cardiovascular Disease
Eating whole instead of refined grains substantially lowers total cholesterol, low-density lipoprotein (LDL, or bad) cholesterol, triglycerides, and insulin levels.
Type 2 Diabetes
Replacing refined grains with whole grains and eating at least 2 servings of whole grains daily may help to reduce type 2 diabetes risk. The fiber, nutrients, and phytochemicals in whole grains may improve insulin sensitivity and glucose metabolism and slow the absorption of food, preventing blood sugar spikes. [8] In contrast, refined grains tend to have a high glycemic index and glycemic load with less fiber and nutrients.
The data on cancer are mixed, with some studies showing a protective effect of whole grains and others showing none. [12,13]
Digestive Health
By keeping the stool soft and bulky, the fiber in whole grains helps prevent constipation, a common, costly, and aggravating problem. It also helps prevent diverticular disease (diverticulosis) by decreasing pressure in the intestines. [17]
Some grains contain the naturally-occurring protein, gluten. While gluten can cause side effects in certain individuals, such as those with celiac disease, most people can and have eaten gluten most of their lives—without any adverse reaction. However, negative media attention on wheat and gluten has caused some people to doubt its place in a healthful diet, though there is little published research to support such claims. For further information on gluten and health, see: Gluten: A Benefit or Harm to the Body?
The contents of this website are for educational purposes and are not intended to offer personal medical advice. You should seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something you have read on this website. The Nutrition Source does not recommend or endorse any products.
It's the initial building block in the scientific method.
What makes a hypothesis testable.
Bibliography.
A scientific hypothesis is a tentative, testable explanation for a phenomenon in the natural world. It's the initial building block in the scientific method . Many describe it as an "educated guess" based on prior knowledge and observation. While this is true, a hypothesis is more informed than a guess. While an "educated guess" suggests a random prediction based on a person's expertise, developing a hypothesis requires active observation and background research.
The basic idea of a hypothesis is that there is no predetermined outcome. For a solution to be termed a scientific hypothesis, it has to be an idea that can be supported or refuted through carefully crafted experimentation or observation. This concept, called falsifiability and testability, was advanced in the mid-20th century by Austrian-British philosopher Karl Popper in his famous book "The Logic of Scientific Discovery" (Routledge, 1959).
A key function of a hypothesis is to derive predictions about the results of future experiments and then perform those experiments to see whether they support the predictions.
A hypothesis is usually written in the form of an if-then statement, which gives a possibility (if) and explains what may happen because of the possibility (then). The statement could also include "may," according to California State University, Bakersfield .
Here are some examples of hypothesis statements:
A useful hypothesis should be testable and falsifiable. That means that it should be possible to prove it wrong. A theory that can't be proved wrong is nonscientific, according to Karl Popper's 1963 book " Conjectures and Refutations ."
An example of an untestable statement is, "Dogs are better than cats." That's because the definition of "better" is vague and subjective. However, an untestable statement can be reworded to make it testable. For example, the previous statement could be changed to this: "Owning a dog is associated with higher levels of physical fitness than owning a cat." With this statement, the researcher can take measures of physical fitness from dog and cat owners and compare the two.
In an experiment, researchers generally state their hypotheses in two ways. The null hypothesis predicts that there will be no relationship between the variables tested, or no difference between the experimental groups. The alternative hypothesis predicts the opposite: that there will be a difference between the experimental groups. This is usually the hypothesis scientists are most interested in, according to the University of Miami .
For example, a null hypothesis might state, "There will be no difference in the rate of muscle growth between people who take a protein supplement and people who don't." The alternative hypothesis would state, "There will be a difference in the rate of muscle growth between people who take a protein supplement and people who don't."
If the results of the experiment show a relationship between the variables, then the null hypothesis has been rejected in favor of the alternative hypothesis, according to the book " Research Methods in Psychology " (BCcampus, 2015).
There are other ways to describe an alternative hypothesis. The alternative hypothesis above does not specify a direction of the effect, only that there will be a difference between the two groups. That type of prediction is called a two-tailed hypothesis. If a hypothesis specifies a certain direction — for example, that people who take a protein supplement will gain more muscle than people who don't — it is called a one-tailed hypothesis, according to William M. K. Trochim , a professor of Policy Analysis and Management at Cornell University.
Sometimes, errors take place during an experiment. These errors can happen in one of two ways. A type I error is when the null hypothesis is rejected when it is true. This is also known as a false positive. A type II error occurs when the null hypothesis is not rejected when it is false. This is also known as a false negative, according to the University of California, Berkeley .
A hypothesis can be rejected or modified, but it can never be proved correct 100% of the time. For example, a scientist can form a hypothesis stating that if a certain type of tomato has a gene for red pigment, that type of tomato will be red. During research, the scientist then finds that each tomato of this type is red. Though the findings confirm the hypothesis, there may be a tomato of that type somewhere in the world that isn't red. Thus, the hypothesis is true, but it may not be true 100% of the time.
The best hypotheses are simple. They deal with a relatively narrow set of phenomena. But theories are broader; they generally combine multiple hypotheses into a general explanation for a wide range of phenomena, according to the University of California, Berkeley . For example, a hypothesis might state, "If animals adapt to suit their environments, then birds that live on islands with lots of seeds to eat will have differently shaped beaks than birds that live on islands with lots of insects to eat." After testing many hypotheses like these, Charles Darwin formulated an overarching theory: the theory of evolution by natural selection.
"Theories are the ways that we make sense of what we observe in the natural world," Tanner said. "Theories are structures of ideas that explain and interpret facts."
Encyclopedia Britannica. Scientific Hypothesis. Jan. 13, 2022. https://www.britannica.com/science/scientific-hypothesis
Karl Popper, "The Logic of Scientific Discovery," Routledge, 1959.
California State University, Bakersfield, "Formatting a testable hypothesis." https://www.csub.edu/~ddodenhoff/Bio100/Bio100sp04/formattingahypothesis.htm
Karl Popper, "Conjectures and Refutations," Routledge, 1963.
Price, P., Jhangiani, R., & Chiang, I., "Research Methods of Psychology — 2nd Canadian Edition," BCcampus, 2015.
University of Miami, "The Scientific Method" http://www.bio.miami.edu/dana/161/evolution/161app1_scimethod.pdf
William M.K. Trochim, "Research Methods Knowledge Base," https://conjointly.com/kb/hypotheses-explained/
University of California, Berkeley, "Multiple Hypothesis Testing and False Discovery Rate" https://www.stat.berkeley.edu/~hhuang/STAT141/Lecture-FDR.pdf
University of California, Berkeley, "Science at multiple levels" https://undsci.berkeley.edu/article/0_0_0/howscienceworks_19
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Published 10 Jun 2024
English is the most globally used language and having good command over it is very essential. As we know, all international affairs and business communications use English as their base language. Nowadays, it is necessary for everybody to have a good command of the English language, and this is true especially for professionals who work in the field of information and technology. Engineering students should know the importance of the English language as it is the base for their survival in the fast-growing industry. Due to lack of communication skills, there are many incidents in which the Engineering student is technically sound but still faces challenges to survive in this competitive world. Thus, the main cause of unemployment among the engineers is the lack of good communication skills. As the world has already acknowledged the importance of English, so it is high time that our Engineers should do the same.
The researcher herself, being a science student with an engineering background, is well-versed with the problems faced by fresh engineering graduates. Also, they face many hardships while communicating in situations like facing job interviews or other interviews, group discussion rounds, or even presenting themselves in professional situations. In the words of Clement and Murugavel, “Many engineering graduates in India are found to be unemployable due to their poor communication skills and lack of confidence. There have been a lot of research papers that have recapped the importance of improving engineering graduates’ employability skills; however, the problem of poor communication skills grows unabated in India.”5 (116). Every Engineering course offers the teaching of English language or communication skills in their curricula, even then the problem of lack of communication skills on the part of fresh engineering graduates still exists. This is very shocking as after having studied English till class 12th with further training in an Engineering course. Still, the students are not able to speak English fluently and confidently. So, the teachers must initiate to improve the students' communication skills by properly evaluating the English pedagogy.
Read also: TOP science homework help across subjects!
This study focuses on the current education system which undergraduates are going through in the engineering colleges as very little focus is given to communication skills as compared to the technical subject. So, it is a high time that we revise our education system as per the needs of placement companies and other colleges. As marketing and many other fields require good communication skills to impress the consumer so the English language is gaining equal importance as the technical knowledge. Also, the growing foreign investments in our country and the continuous increase in corporate culture is demanding students to have good English speaking and communication skills to get placed in such companies. We also need to improve the spoken English part of the learners as it will help them in their employability and their survival in the long run. It is necessary to maintain an internationally acceptable standards of the English language, as English is a foreign language poses a number of challenges to both students and teachers who are obviously non-native speakers. To discuss in detail, there are some facts that need to be acknowledged, like nearly 1.5 million Engineers pass out in India every year, but 20 - 33% of Engineers do not get recruited at all. Engineering colleges have almost doubled up in the last decade.
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8. Practice Makes Perfect. Homework isn't a chore; it's your backstage pass to perfection. It's like the endless rehearsals of a musician or the tireless drills of an athlete. Homework is your playground for practice, where you can fine-tune your skills, ensuring you become a true master in various subjects.
Too much homework may diminish its effectiveness. While research on the optimum amount of time students should spend on homework is limited, there are indications that for high school students, 1½ to 2½ hours per night is optimum. Middle school students appear to benefit from smaller amounts (less than 1 hour per night).
Boosts Memory Retention. Homework provides practice time to recall concepts discussed in class, thereby enabling students to memorize facts and figures taught at school. One of the advantages of homework is that it sharpens memory power and concentration. 6. Enables Parents to Track a Student's Performance.
Here are some key reasons why homework is valuable: Reinforces Learning: Homework helps reinforce what was taught in class, allowing students to practice and apply knowledge, ensuring a deeper understanding and retention of the material. Promotes Discipline and Time Management: Regular homework assignments teach students to manage their time ...
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Bringing homework home, completing it correctly, and turning it in promptly teaches a host of other important life skills, from time management and responsibility to organization and prioritization. Despite these benefits found by researchers, the topics of who should receive homework and how much homework are hotly debated among educators and ...
Beyond that point, kids don't absorb much useful information, Cooper says. In fact, too much homework can do more harm than good. Researchers have cited drawbacks, including boredom and burnout toward academic material, less time for family and extracurricular activities, lack of sleep and increased stress.
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Why Homework Is So Important Essay. Education plays an important role in ensuring children are taught career, survival and intellectual skills that will enable them to live comfortably in the future. Learning institutions have been established to ensure everyone goes to school and gets the required knowledge essential for human survival.
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Here's what the research says: In general, homework has substantial benefits at the high school level, with decreased benefits for middle school students and few benefits for elementary students (Cooper, 1989; Cooper et al., 2006). While assigning homework may have academic benefits, it can also cut into important personal and family time ...
Homework also helps students develop key skills that they'll use throughout their lives: Accountability. Autonomy. Discipline. Time management. Self-direction. Critical thinking. Independent problem-solving. The skills learned in homework can then be applied to other subjects and practical situations in students' daily lives.
Homework encourages self-development and self-discipline. Students who complete regular homework don't just perform better at school and during exams, they learn broader life skills and associate hard work with long term rewards. Homework has also been found to improve parental relationships.
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homework benefits. The first benefit of homework is that it increases students' knowledge. It's best for self-learning, encouraging time management skills, tracking academic performance, teaching students to be responsible, etc. The next homework importance is that it develops crucial study skills.
Homework provides continuity between lessons. It may be used to consolidate classwork, but also for preparation for the next lesson. Homework may be used to shift repetitive, mechanical, time-consuming tasks out of the classroom. Homework bridges the gap between school and home. Students, teachers and parents can monitor progress.
A person doing geometry homework Children preparing homework on the street, Tel Aviv, 1954. Homework is a set of tasks assigned to students by their teachers to be completed at home.Common homework assignments may include required reading, a writing or typing project, mathematical exercises to be completed, information to be reviewed before a test, or other skills to be practiced.
Here are some 5 distinctive reasons why homework is important for a child. 1) Homework helps your child reinforce skills, concepts and information learned in class Homework can be called an everyday revision of the concepts that the students learn at school. Completing homework, thus, helps them solidify on the skills, concepts and information ...
The Importance of Homework Essay. Students spend hours doing it, teachers spend hours checking it. Homework is sometimes a burden to teachers and students but still it is necessary. Some people doubt homework's effectiveness, but teachers and researchers agree homework is essential. Homework helps students get better grades in school.
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Report help Lab report help Personal statement writing service Homework help Coursework help Math help Case Study Help. Writers ... Engineering students should know the importance of the English language as it is the base for their survival in the fast-growing industry. Due to lack of communication skills, there are many incidents in which the ...