the homework help programs

the homework help programs

The Impact and Effectiveness of Homework Help Programs in Academic Achievement

1. Introduction to Homework Help Programs

Since 1849, when Horace Mann relied on voluntary efforts to supplement public schooling, many forms of community-based programs for children’s education have been developed. Parent-teacher associations, volunteer reading programs, after-school programs, and the like have relied on concerned citizens and non-profit organizations to educate young children before and after school, and during the summer. Homework help programs have become popular in the past decade, as studies indicated the positive effects of after-school production. These programs provide more than mere homework assistance. They offer many and varied services to youth and their families. This research project asked: What role do homework help programs play in academic achievement, emotional support, and quality of life for the children who attend them?

Homework help programs serve children of all ages; elementary, middle, and teenage students perceive that they are more successful and less afraid of school. Parents are equally appreciative, relying on these programs for academic assistance, social support, and as a safe place for their children. Factors, such as the importance parents have for their children’s school and for their own education, quality of leadership at the school, positive attitudes toward real life, and the supportive environment of the program also contribute to the program quality, success, and determine their function in the children’s academic and social successes.

2. Theoretical Framework and Research Methods

The effectiveness of after-school programs is an important issue in the era of standards-based education and accountability. Studies have reported mixed findings about the value of homework help programs. In light of the controversy and inconsistency of research results, this article employed a meta-analysis procedure to cumulate and integrate evaluations of homework help programs available in the literature. Based on the final sample of 77 reports, the findings indicate that overall impacts of homework help programs on academic achievement are significantly positive, with the effect size (ES) ranging from 0.15 to 0.46, and its average estimate of ES is highly homogeneous. Likewise, significant moderating effects are found, with differential dropout rates in experimental and control groups, educational targets, and dosage levels.

The results of program effectiveness indicate significant average effect sizes in elementary/senior high school or elementary/middle school settings, and at all dosage levels, respectively. The findings suggest potential programs, which are more effective in enhancing students’ academic achievement. Several possible explanations and suggestions were also discussed, based on the present findings. Furthermore, significant quadratic effects of study mean age on program impacts are found. The findings not only offer empirical evidence to support the efficacy of homework help programs, but also have important implications for policy-making and future research in the areas of after-school programs and program evaluation.

3. Empirical Evidence on the Effectiveness of Homework Help Programs

The prior review and synthesis of homework research by Cooper, Robinson, and Patall presented a comprehensive view of research up to that time across many grades and ages, including high school. They examined studies on the relationship of homework (as an independent variable) to academic achievement (as a dependent variable), finding that secondary education attained significant benefits from homework but with declining returns. That is, academic gain from homework decreased as students get older. Research results were mixed in middle and high school, with both positive and negative trends apparent, especially from older students. Stakeholders did not agree on whether secondary school students should have homework or how much. Some studies found that students could achieve growth in daily homework completion and a positive effect on content achievement at all high school levels.

Finally, teachers, the primary stakeholders, reported that homework positively affected individual growth. However, students, the stakeholders who are receiving the homework assignments, reported mixed opinions, with some finding homework to be irrelevant. Critics of homework suggest that students might be bored with grade-level or chapter-level homework. Students have expressed positive effects of daily homework completion. When students completed homework assignments during class time, they perceived a negative effect on developing skills, but research has shown that practice leads to gains in individual student achievement. They argue that practice is necessary to acquire basic skills and that individual student growth in a content area is also necessary to further practice. However, this rationale supports only daily homework. This rationale would not initially support the need for homework help programs because students who complete homework during class time with assistance from their teachers have indicated positive growth. Additionally, completing homework in class allows students to discuss problems or issues with their teacher.

4. Best Practices and Strategies for Implementing Homework Help Programs

The purpose of this section is to provide practical guidance to programs and the professionals who implement homework help. This section presents straightforward advice, suggestions, and promising practices on how programs can effectively build and manage homework help. Given the challenges of improving academic support to students who have fallen behind and the importance of doing so effectively, programs that are considering adding or enhancing homework help components should give time and attention to these areas.

Some programs may not be aware of existing resources and practices that could be employed to improve their homework help. As a result, one goal of this section is to alert programs to existing options and encourage them to use them. While it may be the case that some programs do not initially recognize the complexity and difficulty of creating high quality homework help components, comprehensive and multi-component programs that help all students in the program be successful academically have a real challenge to meet. Finally, these suggestions serve a second purpose of sharing the experiences and learning of after-school stakeholders, researchers, and practitioners who have created and maintained academic support and homework help programs. Successful recommendations and programs feature the voices of practitioners, and it is important for successful programs to share insights with one another.

5. Conclusion and Future Directions

Homework help programs offer support to complete assignments and improve academic success. The goal of this study is to measure the impact of these programs on student academic achievement using a five-year longitudinal analysis of a statewide program in high schools and middle schools. Results showed that participation in the Homework Help program had a positive impact in all years of the implementation of the program and students affiliated with the program exhibited moderate to strong increases in their achievement. Future research should focus on agents affecting the impact of the program as well as the continuation of the study with an additional two-year worth of data. This research could provide insights on whether the effects of Homework Help programs are long-lasting and are maintained over time.

This study provides insight into the beneficial impact of Homework Help programs. Results showed that students increased their academic achievement from on at least one of their state exams that annually cover reading, writing, and mathematics. Future research should continue this analysis with an additional two-year worth of data. Future research should also focus on identifying program agents present across different school environments that cause differences in impact as well as the long-term effects of these programs. Insights from such analysis would provide leadership with practical recommendations that may contribute to the program’s effectiveness and show whether the program’s beneficial effects are maintained over time.