teachers not only teach the subject to enhance the knowledge of the students but they also assign homework to the them.
Homework has been identified in numerous studies and articles as a dominant or significant source of stress and anxiety for students.
Cheung & Leung-Ngai (1992) surveyed 1,983 students in Hong Kong, and found that homework led not only to added stress and anxiety, but also physical symptoms, such as headaches and stomachaches.
Students who are assigned homework in middle and high school score somewhat better on standardized tests, but the students who have 60 to 90 minutes of homework a day in middle school or more than two hours in high school score worse.
Proponents claim that assigning homework to young children helps them learn good study habits.
British students get more homework than many other countries in Europe. The main distinction for UK homework is the social gap, with middle-class teenagers getting a disproportionate amount of homework compared to Asia and Europe.
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Students have to perform simple as well as complex calculations by carrying out the extensive study.
Galloway, Conner & Pope (2013) surveyed 4,317 high school students from ten high-performing schools, and found that students reported spending more than 3 hours on homework daily.
72% of the students reported stress from homework, and 82% reported physical symptoms.
Essentially, they advocate for doing potentially unnecessary homework from approximately age five to ten as a way of practicing for doing necessary homework from age 10 to 15.
No research has ever been conducted to determine whether this claim has any merit.