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Stanford research shows pitfalls of homework

A Stanford researcher found that students in high-achieving communities who spend too much time on homework experience more stress, physical health problems, a lack of balance and even alienation from society. More than two hours of homework a night may be counterproductive, according to the study.

Denise Pope

Education scholar Denise Pope has found that too much homework has negative effects on student well-being and behavioral engagement. (Image credit: L.A. Cicero)

A Stanford researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.

“Our findings on the effects of homework challenge the traditional assumption that homework is inherently good,” wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .

The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students’ views on homework.

Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.

Students in these schools average about 3.1 hours of homework each night.

“The findings address how current homework practices in privileged, high-performing schools sustain students’ advantage in competitive climates yet hinder learning, full engagement and well-being,” Pope wrote.

Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.

Their study found that too much homework is associated with:

• Greater stress: 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.

• Reductions in health: In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.

• Less time for friends, family and extracurricular pursuits: Both the survey data and student responses indicate that spending too much time on homework meant that students were “not meeting their developmental needs or cultivating other critical life skills,” according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.

A balancing act

The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.

Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as “pointless” or “mindless” in order to keep their grades up.

“This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points,” Pope said.

She said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.

“Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development,” wrote Pope.

High-performing paradox

In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. “Young people are spending more time alone,” they wrote, “which means less time for family and fewer opportunities to engage in their communities.”

Student perspectives

The researchers say that while their open-ended or “self-reporting” methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for “typical adolescent complaining” – it was important to learn firsthand what the students believe.

The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

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Statistics LibreTexts

1.H: Sampling and Data (Homework)

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1.1 Definitions of Statistics, Probability, and Key Terms

For each of the following eight exercises, identify: a. the population, b. the sample, c. the parameter, d. the statistic, e. the variable, and f. the data. Give examples where appropriate.

A fitness center is interested in the mean amount of time a client exercises in the center each week.

Ski resorts are interested in the mean age that children take their first ski and snowboard lessons. They need this information to plan their ski classes optimally.

A cardiologist is interested in the mean recovery period of her patients who have had heart attacks.

Insurance companies are interested in the mean health costs each year of their clients, so that they can determine the costs of health insurance.

A politician is interested in the proportion of voters in his district who think he is doing a good job.

A marriage counselor is interested in the proportion of clients she counsels who stay married.

Political pollsters may be interested in the proportion of people who will vote for a particular cause.

A marketing company is interested in the proportion of people who will buy a particular product.

Use the following information to answer the next three exercises: A Lake Tahoe Community College instructor is interested in the mean number of days Lake Tahoe Community College math students are absent from class during a quarter.

What is the population she is interested in?

  • all Lake Tahoe Community College students
  • all Lake Tahoe Community College English students
  • all Lake Tahoe Community College students in her classes
  • all Lake Tahoe Community College math students

Consider the following:

\(X\) = number of days a Lake Tahoe Community College math student is absent

In this case, \(X\) is an example of a:

  • population.

The instructor’s sample produces a mean number of days absent of 3.5 days. This value is an example of a:

1.2 Data, Sampling, and Variation in Data and Sampling

For the following exercises, identify the type of data that would be used to describe a response (quantitative discrete, quantitative continuous, or qualitative), and give an example of the data.

number of tickets sold to a concert

percent of body fat

favorite baseball team

time in line to buy groceries

number of students enrolled at Evergreen Valley College

most-watched television show

brand of toothpaste

distance to the closest movie theatre

age of executives in Fortune 500 companies

number of competing computer spreadsheet software packages

Use the following information to answer the next two exercises: A study was done to determine the age, number of times per week, and the duration (amount of time) of resident use of a local park in San Jose. The first house in the neighborhood around the park was selected randomly and then every 8th house in the neighborhood around the park was interviewed.

“Number of times per week” is what type of data?

  • qualitative (categorical)
  • quantitative discrete
  • quantitative continuous

“Duration (amount of time)” is what type of data?

Airline companies are interested in the consistency of the number of babies on each flight, so that they have adequate safety equipment. Suppose an airline conducts a survey. Over Thanksgiving weekend, it surveys six flights from Boston to Salt Lake City to determine the number of babies on the flights. It determines the amount of safety equipment needed by the result of that study.

  • Using complete sentences, list three things wrong with the way the survey was conducted.
  • Using complete sentences, list three ways that you would improve the survey if it were to be repeated.

Suppose you want to determine the mean number of students per statistics class in your state. Describe a possible sampling method in three to five complete sentences. Make the description detailed.

Suppose you want to determine the mean number of cans of soda drunk each month by students in their twenties at your school. Describe a possible sampling method in three to five complete sentences. Make the description detailed.

List some practical difficulties involved in getting accurate results from a telephone survey.

List some practical difficulties involved in getting accurate results from a mailed survey.

With your classmates, brainstorm some ways you could overcome these problems if you needed to conduct a phone or mail survey.

The instructor takes her sample by gathering data on five randomly selected students from each Lake Tahoe Community College math class. The type of sampling she used is

  • cluster sampling
  • stratified sampling
  • simple random sampling
  • convenience sampling

A study was done to determine the age, number of times per week, and the duration (amount of time) of residents using a local park in San Jose. The first house in the neighborhood around the park was selected randomly and then every eighth house in the neighborhood around the park was interviewed. The sampling method was:

  • simple random

Name the sampling method used in each of the following situations:

  • A woman in the airport is handing out questionnaires to travelers asking them to evaluate the airport’s service. She does not ask travelers who are hurrying through the airport with their hands full of luggage, but instead asks all travelers who are sitting near gates and not taking naps while they wait.
  • A teacher wants to know if her students are doing homework, so she randomly selects rows two and five and then calls on all students in row two and all students in row five to present the solutions to homework problems to the class.
  • The marketing manager for an electronics chain store wants information about the ages of its customers. Over the next two weeks, at each store location, 100 randomly selected customers are given questionnaires to fill out asking for information about age, as well as about other variables of interest.
  • The librarian at a public library wants to determine what proportion of the library users are children. The librarian has a tally sheet on which she marks whether books are checked out by an adult or a child. She records this data for every fourth patron who checks out books.
  • A political party wants to know the reaction of voters to a debate between the candidates. The day after the debate, the party’s polling staff calls 1,200 randomly selected phone numbers. If a registered voter answers the phone or is available to come to the phone, that registered voter is asked whom he or she intends to vote for and whether the debate changed his or her opinion of the candidates.

A “random survey” was conducted of 3,274 people of the “microprocessor generation” (people born since 1971, the year the microprocessor was invented). It was reported that 48% of those individuals surveyed stated that if they had $2,000 to spend, they would use it for computer equipment. Also, 66% of those surveyed considered themselves relatively savvy computer users.

  • Do you consider the sample size large enough for a study of this type? Why or why not?
  • Based on your “gut feeling,” do you believe the percents accurately reflect the U.S. population for those individuals born since 1971? If not, do you think the percents of the population are actually higher or lower than the sample statistics? Why? Additional information: The survey, reported by Intel Corporation, was filled out by individuals who visited the Los Angeles Convention Center to see the Smithsonian Institute's road show called “America’s Smithsonian.”
  • With this additional information, do you feel that all demographic and ethnic groups were equally represented at the event? Why or why not?
  • With the additional information, comment on how accurately you think the sample statistics reflect the population parameters.

The Well-Being Index is a survey that follows trends of U.S. residents on a regular basis. There are six areas of health and wellness covered in the survey: Life Evaluation, Emotional Health, Physical Health, Healthy Behavior, Work Environment, and Basic Access. Some of the questions used to measure the Index are listed below.

Identify the type of data obtained from each question used in this survey: qualitative(categorical), quantitative discrete, or quantitative continuous.

  • Do you have any health problems that prevent you from doing any of the things people your age can normally do?
  • During the past 30 days, for about how many days did poor health keep you from doing your usual activities?
  • In the last seven days, on how many days did you exercise for 30 minutes or more?
  • Do you have health insurance coverage?

In advance of the 1936 Presidential Election, a magazine titled Literary Digest released the results of an opinion poll predicting that the republican candidate Alf Landon would win by a large margin. The magazine sent post cards to approximately 10,000,000 prospective voters. These prospective voters were selected from the subscription list of the magazine, from automobile registration lists, from phone lists, and from club membership lists. Approximately 2,300,000 people returned the postcards.

  • Think about the state of the United States in 1936. Explain why a sample chosen from magazine subscription lists, automobile registration lists, phone books, and club membership lists was not representative of the population of the United States at that time.
  • What effect does the low response rate have on the reliability of the sample?
  • Are these problems examples of sampling error or nonsampling error?
  • During the same year, George Gallup conducted his own poll of 30,000 prospective voters. These researchers used a method they called "quota sampling" to obtain survey answers from specific subsets of the population. Quota sampling is an example of which sampling method described in this module?

Crime-related and demographic statistics for 47 US states in 1960 were collected from government agencies, including the FBI's Uniform Crime Report . One analysis of this data found a strong connection between education and crime indicating that higher levels of education in a community correspond to higher crime rates.

Which of the potential problems with samples discussed in Example \(\PageIndex{4}\) could explain this connection?

YouPolls is a website that allows anyone to create and respond to polls. One question posted April 15 asks:

“Do you feel happy paying your taxes when members of the Obama administration are allowed to ignore their tax liabilities?” (lastbaldeagle. 2013. On Tax Day, House to Call for Firing Federal Workers Who Owe Back Taxes. Opinion poll posted online at: http://www.youpolls.com/details.aspx?id=12328 (accessed May 1, 2013).)

As of April 25, 11 people responded to this question. Each participant answered “NO!”

Which of the potential problems with samples discussed in this module could explain this connection?

A scholarly article about response rates begins with the following quote:

“Declining contact and cooperation rates in random digit dial (RDD) national telephone surveys raise serious concerns about the validity of estimates drawn from such research.” (Scott Keeter et al., “Gauging the Impact of Growing Nonresponse on Estimates from a National RDD Telephone Survey,” Public Opinion Quarterly 70 no. 5 (2006), http://poq.oxfordjournals.org/content/70/5/759.full (accessed May 1, 2013).)

The Pew Research Center for People and the Press admits:

“The percentage of people we interview – out of all we try to interview – has been declining over the past decade or more.” (Frequently Asked Questions, Pew Research Center for the People & the Press, http://www.people-press.org/methodol...wer-your-polls (accessed May 1, 2013).)

  • What are some reasons for the decline in response rate over the past decade?
  • Explain why researchers are concerned with the impact of the declining response rate on public opinion polls.

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  • Introduction
  • 1.1 Definitions of Statistics, Probability, and Key Terms
  • 1.2 Data, Sampling, and Variation in Data and Sampling
  • 1.3 Frequency, Frequency Tables, and Levels of Measurement
  • 1.4 Experimental Design and Ethics
  • 1.5 Data Collection Experiment
  • 1.6 Sampling Experiment
  • Chapter Review
  • Bringing It Together: Homework
  • 2.1 Stem-and-Leaf Graphs (Stemplots), Line Graphs, and Bar Graphs
  • 2.2 Histograms, Frequency Polygons, and Time Series Graphs
  • 2.3 Measures of the Location of the Data
  • 2.4 Box Plots
  • 2.5 Measures of the Center of the Data
  • 2.6 Skewness and the Mean, Median, and Mode
  • 2.7 Measures of the Spread of the Data
  • 2.8 Descriptive Statistics
  • Formula Review
  • 3.1 Terminology
  • 3.2 Independent and Mutually Exclusive Events
  • 3.3 Two Basic Rules of Probability
  • 3.4 Contingency Tables
  • 3.5 Tree and Venn Diagrams
  • 3.6 Probability Topics
  • Bringing It Together: Practice
  • 4.1 Probability Distribution Function (PDF) for a Discrete Random Variable
  • 4.2 Mean or Expected Value and Standard Deviation
  • 4.3 Binomial Distribution (Optional)
  • 4.4 Geometric Distribution (Optional)
  • 4.5 Hypergeometric Distribution (Optional)
  • 4.6 Poisson Distribution (Optional)
  • 4.7 Discrete Distribution (Playing Card Experiment)
  • 4.8 Discrete Distribution (Lucky Dice Experiment)
  • 5.1 Continuous Probability Functions
  • 5.2 The Uniform Distribution
  • 5.3 The Exponential Distribution (Optional)
  • 5.4 Continuous Distribution
  • 6.1 The Standard Normal Distribution
  • 6.2 Using the Normal Distribution
  • 6.3 Normal Distribution—Lap Times
  • 6.4 Normal Distribution—Pinkie Length
  • 7.1 The Central Limit Theorem for Sample Means (Averages)
  • 7.2 The Central Limit Theorem for Sums (Optional)
  • 7.3 Using the Central Limit Theorem
  • 7.4 Central Limit Theorem (Pocket Change)
  • 7.5 Central Limit Theorem (Cookie Recipes)
  • 8.1 A Single Population Mean Using the Normal Distribution
  • 8.2 A Single Population Mean Using the Student's t-Distribution
  • 8.3 A Population Proportion
  • 8.4 Confidence Interval (Home Costs)
  • 8.5 Confidence Interval (Place of Birth)
  • 8.6 Confidence Interval (Women's Heights)
  • 9.1 Null and Alternative Hypotheses
  • 9.2 Outcomes and the Type I and Type II Errors
  • 9.3 Distribution Needed for Hypothesis Testing
  • 9.4 Rare Events, the Sample, and the Decision and Conclusion
  • 9.5 Additional Information and Full Hypothesis Test Examples
  • 9.6 Hypothesis Testing of a Single Mean and Single Proportion
  • 10.1 Two Population Means with Unknown Standard Deviations
  • 10.2 Two Population Means with Known Standard Deviations
  • 10.3 Comparing Two Independent Population Proportions
  • 10.4 Matched or Paired Samples (Optional)
  • 10.5 Hypothesis Testing for Two Means and Two Proportions
  • 11.1 Facts About the Chi-Square Distribution
  • 11.2 Goodness-of-Fit Test
  • 11.3 Test of Independence
  • 11.4 Test for Homogeneity
  • 11.5 Comparison of the Chi-Square Tests
  • 11.6 Test of a Single Variance
  • 11.7 Lab 1: Chi-Square Goodness-of-Fit
  • 11.8 Lab 2: Chi-Square Test of Independence
  • 12.1 Linear Equations
  • 12.2 The Regression Equation
  • 12.3 Testing the Significance of the Correlation Coefficient (Optional)
  • 12.4 Prediction (Optional)
  • 12.5 Outliers
  • 12.6 Regression (Distance from School) (Optional)
  • 12.7 Regression (Textbook Cost) (Optional)
  • 12.8 Regression (Fuel Efficiency) (Optional)
  • 13.1 One-Way ANOVA
  • 13.2 The F Distribution and the F Ratio
  • 13.3 Facts About the F Distribution
  • 13.4 Test of Two Variances
  • 13.5 Lab: One-Way ANOVA
  • A | Appendix A Review Exercises (Ch 3–13)
  • B | Appendix B Practice Tests (1–4) and Final Exams
  • C | Data Sets
  • D | Group and Partner Projects
  • E | Solution Sheets
  • F | Mathematical Phrases, Symbols, and Formulas
  • G | Notes for the TI-83, 83+, 84, 84+ Calculators

DIRECTIONS: For each of the word problems, use a solution sheet to do the hypothesis test. The solution sheet is found in Appendix E . Please feel free to make copies of the solution sheets. For the online version of the book, it is suggested that you copy the .doc or the .pdf files.

If you are using a Student’s t -distribution for a homework problem in what follows, including for paired data, you may assume that the underlying population is normally distributed. (When using these tests in a real situation, you must first prove that assumption.)

The mean number of English courses taken in a two-year period by male and female college students is believed to be about the same. An experiment is conducted and data are collected from 29 males and 16 females. The males took an average of 3 English courses with a standard deviation of 0.8. The females took an average of 4 English courses with a standard deviation of 1.0. Are the means statistically the same?

A student at a four-year college claims that mean enrollment at four-year colleges is higher than at two-year colleges in the United States. Two surveys are conducted. Of the 35 two-year colleges surveyed, the mean enrollment was 5,068 with a standard deviation of 4,777. Of the 35 four-year colleges surveyed, the mean enrollment was 5,466 with a standard deviation of 8,191.

At Rachel’s eleventh birthday party, eight girls were timed to see how long (in seconds) they could sit perfectly still in a relaxed position. After a two-minute rest, they timed themselves while jumping. The girls thought that the mean difference between their jumping and relaxed times would be zero. Test their hypothesis.

Mean entry-level salaries for college graduates with mechanical engineering degrees and electrical engineering degrees are believed to be approximately the same. A recruiting office thinks that the mean mechanical engineering salary is lower than the mean electrical engineering salary. The recruiting office randomly surveys 50 entry-level mechanical engineers and 60 entry-level electrical engineers. Their mean salaries were $46,100 and $46,700, respectively. Their standard deviations were $3,450 and $4,210, respectively. Conduct a hypothesis test to determine if you agree that the mean entry-level mechanical engineering salary is lower than the mean entry-level electrical engineering salary.

Marketing companies have collected data implying that teenage girls use more ringtones on their smartphones than teenage boys do. In one study of 40 randomly chosen teenage girls and boys (20 of each) with smartphones, the mean number of ringtones for the girls was 3.2 with a standard deviation of 1.5. The mean for the boys was 1.7 with a standard deviation of 0.8. Conduct a hypothesis test to determine if the means are approximately the same or if the girls’ mean is higher than the boys’ mean.

Use the information from Appendix C to answer the next four exercises.

Using the data from Lap 1 only, conduct a hypothesis test to determine if the mean time for completing a lap in races is the same as it is in practices.

Repeat the test in Exercise 10.83 , but use Lap 5 data this time.

Repeat the test in Exercise 10.83 , but this time combine the data from Laps 1 and 5.

In two to three complete sentences, explain in detail how you might use Terri Vogel’s data to answer the following question: Does Terri Vogel drive faster in races than she does in practices?

Use the following information to answer the next two exercises. The Eastern and Western Major League Soccer conferences have a new Reserve Division that allows new players to develop their skills. Data for a randomly picked date showed the following annual goals.

Conduct a hypothesis test to answer the next two exercises.

The exact distribution for the hypothesis test is

  • the normal distribution
  • the Student’s t -distribution
  • the uniform distribution
  • the exponential distribution

If the level of significance is 0.05, the conclusion is:

  • There is sufficient evidence to conclude that the W Division teams score fewer goals, on average, than the E teams.
  • There is insufficient evidence to conclude that the W Division teams score more goals, on average, than the E teams.
  • There is insufficient evidence to conclude that the W teams score fewer goals, on average, than the E teams.
  • There is not sufficient evidence to determine a conclusion.

Suppose a statistics instructor believes that there is no significant difference between the mean class scores of statistics day students on Exam 2 and statistics night students on Exam 2. She takes random samples from each of the populations. The mean and standard deviation for 35 statistics day students were 75.86 and 16.91. The mean and standard deviation for 37 statistics night students were 75.41 and 19.73. The day subscript refers to the statistics day students. The night subscript refers to the statistics night students. Which of the following is a concluding statement:

  • There is sufficient evidence to conclude that statistics night students’ mean on Exam 2 is better than the statistics day students’ mean on Exam 2.
  • There is insufficient evidence to conclude that the statistics day students’ mean on Exam 2 is better than the statistics night students’ mean on Exam 2.
  • There is insufficient evidence to conclude that there is a significant difference between the means of the statistics day students and night students on Exam 2.
  • There is sufficient evidence to conclude that there is a significant difference between the means of the statistics day students and night students on Exam 2.

Elijah wants to know whether textbook costs are different for different courses of study. He selects a random sample of 33 sociology textbooks offered on a popular online site. The mean price of his sample is $74.64 with a standard deviation of $49.36. He then selects a random sample of 33 math and science textbooks from the same site. The mean price of this sample is $111.56 with a standard deviation of $66.90. Is the mean price of a sociology textbook lower than the mean price of a math or science textbook? Test at a 1% significance level.

A powder diet is tested on 49 people, and a liquid diet is tested on 36 different people. Of interest is whether the liquid diet yields a higher mean weight loss than the powder diet. The powder diet group had a mean weight loss of 42 pounds with a standard deviation of 12 pounds. The liquid diet group had a mean weight loss of 45 pounds with a standard deviation of 14 pounds.

Suppose a statistics instructor believes that there is no significant difference between the mean class scores of statistics day students on Exam 2 and statistics night students on Exam 2. She takes random samples from each of the populations. The mean and standard deviation for 35 statistics day students were 75.86 and 16.91, respectively. The mean and standard deviation for 37 statistics night students were 75.41 and 19.73. The day subscript refers to the statistics day students. The night subscript refers to the statistics night students. An appropriate alternative hypothesis for the hypothesis test is

  • μ day > μ night
  • μ day < μ night
  • μ day = μ night
  • μ day ≠ μ night

If you are using a Student’s t -distribution for one of the following homework problems, including for paired data, you may assume that the underlying population is normally distributed. (When using these tests in a real situation, you must first prove that assumption.)

A study is done to determine if students in the California state university system take longer to graduate, on average, than students enrolled in private universities. One hundred students from both the California state university system and private universities are surveyed. Suppose that from years of research, it is known that the population standard deviations are 1.5811 years and 1 year, respectively. The following data are collected. The California state university system students took on average 4.5 years with a standard deviation of 0.8. The private university students took on average 4.1 years with a standard deviation of 0.3.

Parents of teenage boys often complain that auto insurance costs more, on average, for teenage boys than for teenage girls. A group of concerned parents examines a random sample of insurance bills. The mean annual cost for 36 teenage boys was $679. For 23 teenage girls, it was $559. From past years, it is known that the population standard deviation for each group is $180. Determine whether you believe that the mean cost for auto insurance for teenage boys is greater than that for teenage girls.

A group of transfer-bound students wondered if they will spend the same mean amount on texts and supplies each year at their four-year university as they have at their community college. They conducted a random survey of 54 students at their community college and 66 students at their local four-year university. The sample means were $947 and $1,011, respectively. The population standard deviations are known to be $254 and $87, respectively. Conduct a hypothesis test to determine if the means are statistically the same.

Some manufacturers claim that nonhybrid sedan cars have a lower mean miles per gallon (mpg) than hybrid ones. Suppose that consumers test 21 hybrid sedans and get a mean of 31 mpg with a standard deviation of 7 mpg. Thirty-one nonhybrid sedans get a mean of 22 mpg with a standard deviation of 4 mpg. Suppose that the population standard deviations are known to be 6 and 3, respectively. Conduct a hypothesis test to evaluate the manufacturers’ claim.

A baseball fan wanted to know if there is a difference between the number of games played in a World Series when the American League won the series versus when the National League won the series. From 1922 to 2012, the population standard deviation of games won by the American League was 1.14, and the population standard deviation of games won by the National League was 1.11. Of 19 randomly selected World Series games won by the American League, the mean number of games won was 5.76. The mean number of 17 randomly selected games won by the National League was 5.42. Conduct a hypothesis test.

One of the questions in a study of marital satisfaction of dual-career couples was to rate the statement “I’m pleased with the way we divide the responsibilities for childcare.” The ratings went from 1 (strongly agree) to 5 (strongly disagree). Table 10.26 contains 10 of the paired responses for husbands and wives. Conduct a hypothesis test to see if the mean difference in the husband’s versus the wife’s satisfaction level is negative (meaning that, within the partnership, the husband is happier than the wife).

If you are using a Student’s t -distribution for one of the following homework problems, including for paired data, you may assume that the underlying population is normally distributed. (In general, you must first prove that assumption.)

A recent drug survey showed an increase in the use of prescription medication among local senior citizens as compared to the national percent. Suppose that a survey of 100 local seniors and 100 national seniors is conducted to see if the proportion of prescription medication use is higher locally or nationally. Locally, 65 senior citizens reported taking prescription medication within the past month, while 60 national seniors reported using them.

Elizabeth Mjelde, an art history professor, was interested in whether the value from the Golden Ratio formula, ( larger + smaller dimension larger dimension ) ( larger + smaller dimension larger dimension ) , was the same in the Whitney Exhibit for works from 1900 to 1919 as for works from 1920 to 1942. Thirty-seven early works were sampled, averaging 1.74 with a standard deviation of 0.11. Sixty-five of the later works were sampled, averaging 1.746 with a standard deviation of 0.1064. Do you think that there is a significant difference in the Golden Ratio calculation?

A year was randomly picked from 1985 to the present. In that year, there were 2,051 Hispanic students at Cabrillo College out of a total of 12,328 students. At Lake Tahoe College, there were 321 Hispanic students out of a total of 2,441 students. In general, do you think that the percent of Hispanic students at the two colleges is basically the same or different?

Use the following information to answer the next three exercises. Neuroinvasive West Nile virus is a severe disease that affects a person’s nervous system. It is spread by the Culex species of mosquito. In the United States in 2010, there were 629 reported cases of neuroinvasive West Nile virus out of a total of 1,021 reported cases, and there were 486 neuroinvasive reported cases out of a total of 712 cases reported in 2011. Is the 2011 proportion of neuroinvasive West Nile virus cases more than the 2010 proportion of neuroinvasive West Nile virus cases? Using a 1 percent level of significance, conduct an appropriate hypothesis test.

  • 2011 subscript: 2011 group.
  • 2010 subscript: 2010 group
  • a test of two proportions
  • a test of two independent means
  • a test of a single mean
  • a test of matched pairs.

An appropriate null hypothesis is

  • p 2011 ≤ p 2010
  • p 2011 ≥ p 2010
  • μ 2011 ≤ μ 2010
  • p 2011 > p 2010

The p -value is 0.0022. At a 1 percent level of significance, what is the appropriate conclusion?

  • There is sufficient evidence to conclude that the proportion of people in the United States in 2011 who contracted neuroinvasive West Nile virus is less than the proportion of people in the United States in 2010 who contracted neuroinvasive West Nile virus.
  • There is insufficient evidence to conclude that the proportion of people in the United States in 2011 who contracted neuroinvasive West Nile virus is more than the proportion of people in the United States in 2010 who contracted neuroinvasive West Nile virus.
  • There is insufficient evidence to conclude that the proportion of people in the United States in 2011 who contracted neuroinvasive West Nile virus is less than the proportion of people in the United States in 2010 who contracted neuroinvasive West Nile virus.
  • There is sufficient evidence to conclude that the proportion of people in the United States in 2011 who contracted neuroinvasive West Nile virus is more than the proportion of people in the United States in 2010 who contracted neuroinvasive West Nile virus.

Researchers conducted a study to find out if there is a difference in the use of e-readers by different age groups. Randomly selected participants were divided into two age groups. In the 16- to 29-year-old group, 7 percent of the 628 surveyed use e-readers, while 11 percent of the 2,309 participants 30 years old and older use e-readers.

Adults aged 18 years and older were randomly selected for a survey about a specific disease. The researchers wanted to determine if the proportion of women who have the disease is less than the proportion of southern men who do. The results are shown in Table 10.27 . Test at the 1 percent level of significance.

Two computer users were discussing tablet computers. A higher proportion of people ages 16 to 29 use tablets than of people age 30 and older. Table 10.28 details the number of tablet owners for each age group. Test at the 1 percent level of significance.

A group of friends debated whether more men use smartphones than women. They consulted a research study of smartphone use among adults. The results of the survey indicate that of the 973 men randomly sampled, 379 use smartphones. For women, 404 of the 1,304 who were randomly sampled use smartphones. Test at the 5 percent level of significance.

While her husband spent 2.5 hours picking out new speakers, a statistician decided to determine whether the percent of men who enjoy shopping for electronic equipment is higher than the percent of women who do. The population was Saturday afternoon shoppers. Out of 67 men, 24 said they enjoyed the activity. Eight of the 24 women surveyed claimed to enjoy the activity. Interpret the results of the survey.

We are interested in whether children’s educational computer software costs less, on average, than children’s entertainment software. Thirty-six educational software titles were randomly picked from a catalog. The mean cost was $31.14 with a standard deviation of $4.69. Thirty-five entertainment software titles were randomly picked from the same catalog. The mean cost was $33.86 with a standard deviation of $10.87. Decide whether children’s educational software costs less, on average, than children’s entertainment software.

A researcher recently claimed that the proportion of college-age males who wear at least one piece of jewelery is as high as the proportion of college-age females. She conducted a survey in her classes. Out of 107 males, 20 wear at least one piece of jewelery. Out of 92 females, 47 wear at least one piece of jewelery. Do you believe that the proportion of males has reached the proportion of females?

Use the data sets found in Appendix C to answer this exercise. Is the proportion of race laps Terri completes slower than 130 seconds less than the proportion of practice laps she completes slower than 135 seconds?

To Breakfast or Not to Breakfast? by Richard Ayore

In the American society, birthdays are one of those days that everyone looks forward to. People of different ages and peer groups gather to mark the 18th, 20th, …, birthdays. During this time, one looks back to see what he or she has achieved for the past year and also focuses ahead for more to come.

If, by any chance, I am invited to one of these parties, my experience is always different. Instead of dancing around with my friends while the music is booming, I get carried away by memories of my family back home in Kenya. I remember the good times I had with my brothers and sister while we did our daily routine.

Every morning, I remember we went to the shamba (garden) to weed our crops. I remember one day arguing with my brother as to why he always remained behind just to join us an hour later. In his defense, he said that he preferred waiting for breakfast before he came to weed. He said, “This is why I always work more hours than you guys!”

And so, to prove him wrong or right, we decided to give it a try. One day we went to work as usual without breakfast, and recorded the time we could work before getting tired and stopping. On the next day, we all ate breakfast before going to work. We recorded how long we worked again before getting tired and stopping. Of interest was our mean increase in work time. Though not sure, my brother insisted that it was more than two hours. Using the data in Table 10.29 , solve our problem.

If you are using a Student’s t -distribution for the homework problems, including for paired data, you may assume that the underlying population is normally distributed. (When using these tests in a real situation, you must first prove that assumption.)

Ten individuals went on a low-fat diet for 12 weeks to lower their cholesterol. The data are recorded in Table 10.30 . Do you think that their cholesterol levels were significantly lowered?

Use the following information to answer the next two exercises. A new preventative medication was tried on a group of 224 patients who had the same risk factors for a disease. 45 patients developed the disease after four years. In a control group of 224 patients, 68 developed the disease after four years. We want to test whether the method of treatment reduces the proportion of patients who develop the disease after four years.

Let the subscript t = treated patient and ut = untreated patient.

The appropriate hypotheses are

  • H 0 : p t < p ut and H a : p t ≥ p ut
  • H 0 : p t ≤ p ut and H a : p t > p ut
  • H 0 : p t = p ut and H a : p t ≠ p ut
  • H 0 : p t = p ut and H a : p t < p ut

If the p -value is 0.0062, what is the conclusion? Use α = 0.05.

  • The method has no effect.
  • There is sufficient evidence to conclude that the method reduces the proportion of patients who develop the disease after four years.
  • There is sufficient evidence to conclude that the method increases the proportion of patients who develop the disease after four years.
  • There is insufficient evidence to conclude that the method reduces the proportion of patients who develop the disease after four years.

Use the following information to answer the next two exercises. An experiment is conducted to show that blood pressure can be consciously reduced in people trained in a biofeedback exercise program. Six subjects were randomly selected, and blood pressure measurements were recorded before and after the training. The difference between blood pressures was calculated (after – before), producing the following results: x ¯ d x ¯ d = −10.2 s d = 8.4. Using the data, test the hypothesis that the blood pressure has decreased after the training.

The distribution for the test is

  • N (−10.2, 8.4)
  • N(−10.2, 8.4 6 8.4 6 )

If α = 0.05, the p -value and the conclusion are

  • 0.0014; There is sufficient evidence to conclude that the blood pressure decreased after the training.
  • 0.0014; There is sufficient evidence to conclude that the blood pressure increased after the training.
  • 0.0155; There is sufficient evidence to conclude that the blood pressure decreased after the training.
  • 0.0155; There is sufficient evidence to conclude that the blood pressure increased after the training.

A golf instructor is interested in determining if her new technique for improving players’ golf scores is effective. She takes four new students. She records their 18-hole scores before learning the technique and then after having taken her class. She conducts a hypothesis test. The data are as follows.

The correct decision is

  • reject H 0 .
  • do not reject H 0 .

A local research group is studying a chronic disease. They believe the number of cases of the disease is higher in 2013 than in 2012 in the southern United States. The group compared the estimates of new cases by southern state in 2012 and 2013. The results are in Table 10.32 .

A traveler wanted to know if the prices of hotels are different in the 10 cities that he visits the most often. The list of the cities with the corresponding prices for his two favorite hotel chains is in Table 10.33 . Test at the 1 percent level of significance.

A politician asked his staff to determine whether the underemployment rate in the Northeast decreased from 2011 to 2012. The results are in Table 10.34 .

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Analyzing ‘the homework gap’ among high school students

Subscribe to the brown center on education policy newsletter, michael hansen and michael hansen senior fellow - brown center on education policy , the herman and george r. brown chair - governance studies @drmikehansen diana quintero diana quintero former senior research analyst, brown center on education policy - the brookings institution, ph.d. student - vanderbilt university @quintero05diana.

August 10, 2017

Researchers have struggled for decades to identify a causal, or even correlational, relationship between time spent in school and improved learning outcomes for students. Some studies have focused on the length of a school year while others have focused on hours in a day and others on hours in the week .

In this blog post, we will look at time spent outside of school–specifically time spent doing homework–among different racial and socio-economic groups. We will use data from the American Time Use Survey (ATUS) to shed light on those differences and then attempt to explain those gaps, using ATUS data and other evidence.

What we know about out-of-school time

Measuring the relationship between out-of-school time and outcomes like test scores can be difficult. Researchers are primarily confounded by an inability to determine what compels students to choose homework during their time off over other activities. Are those who spend more time on homework just extra motivated? Or are they struggling students who need to work harder to keep up? What role do social expectations from parents or peers play?

Previous studies have examined the impact of this outside time use on educational outcomes for students. A 2007 study using data from Berea College in Kentucky identified a causal relationship between hours spent studying and a student’s academic performance through an interesting measure. The researchers took advantage of randomly assigned college roommates, paying attention to those who came to campus with a video game console in tow. They hypothesized students randomly assigned to a roommate without a video game console would study more, since all other factors remained equal. That hypothesis held up, and that group also received significantly higher grades, demonstrating the causal relationship.

Other research has relied on data collected through the American Time Use Survey, a study of how Americans spend their time, and shown the existence of a gender gap and a parental education gap in homework time. Other studies have looked at the relationship between holding a job and student’s time use in discretionary activities , like sleep, media consumption, and time spent on homework. We are curious about out-of-school differences in homework time by race and income.

Descriptive statistics of time use

We began with a general sample of 2,575 full-time high school students between the ages of 15 and 18 from the ATUS, restricting the sample to their answers about time spent on homework during weekdays and school months (September to May). Among all high school students surveyed (those that reported completing their homework and those that did not), the time allocated to complete homework amounted to less than an hour per day, despite the fact that high school teachers report they assign an average of 3.5 hours of homework per day.

To explore racial or income-based differences, in Figure 1, we plot the minutes that students reporting spending on homework separately by their racial/ethnic group and family income. We observed a time gap between racial groups, with Asian students spending the most time on homework (nearly two hours a day). Similarly, we observe a time gap by the students’ family income.

Time high school students spend on homework by race and parents' income

We can also use ATUS data to isolate when students do homework by race and by income. In Figure 2, we plot the percentage of high school students in each racial and income group doing homework by the time of day. Percentages remain low during the school day and then expectedly increase when students get home, with more Asian students doing more homework and working later into the night than other racial groups. Low-income students reported doing less homework per hour than their non-low-income peers.

Percentage of high school students doing homework by time of day, race, and income

Initial attempts to explain the homework gap

We hypothesized that these racial and income-based time gaps could potentially be explained by other factors, like work, time spent caring for others, and parental education. We tested these hypotheses by separating groups based on particular characteristics and comparing the average number of minutes per day spent on homework amongst the comparison groups.

Students who work predictably reported spending less time on educational activities, so if working disproportionately affected particular racial or income groups, then work could help explain the time gap. Students who worked allocated on average 20 minutes less for homework than their counterparts who did not work. Though low-income students worked more hours than their peers, they largely maintained a similar level of homework time by reducing their leisure or extracurricular activities. Therefore, the time gap on homework changed only slightly with the inclusion of work as a factor.

We also incorporated time spent taking care of others in the household. Though a greater percentage of low-income students take care of other household members, we found that this does not have a statistically significant effect on homework because students reduce leisure, rather than homework, in an attempt to help their families. Therefore, this variable again does not explain the time gaps.

Finally, we considered parental education, since parents with more education have been shown to encourage their children to value school more and have the resources to ensure homework is completed more easily. Our analysis showed students with at least one parent with any post-secondary degree (associate or above) reported spending more time on homework than their counterparts whose parents do not hold a degree; however, gaps by race still existed, even holding parental education constant. Turning to income levels, we found that parental education is more correlated with homework time among low-income students, reducing the time gap between income groups to only eight minutes.

Societal explanations

Our analysis of ATUS could not fully explain this gap in time spent on homework, especially among racial groups. Instead, we believe that viewing homework as an outcome of the culture of the school and the expectations of teachers, rather than an outcome of a student’s effort, may provide some reasons for its persistence.

Many studies, including recent research , have shown that teachers perceive students of color as academically inferior to their white peers. A 2016 study by Seth Gershenson et al. showed that this expectations gap can also depend on the race of the teacher. In a country where minority students make up nearly half of all public school students, yet minority teachers comprise just 18 percent of the teacher workforce, these differences in expectations matter.

Students of color are also less likely to attend high schools that offer advanced courses (including Advanced Placement courses) that would likely assign more homework, and thus access to rigorous courses may partially explain the gaps as well.

Research shows a similar, if less well-documented, gap by income, with teachers reporting lower expectations and dimmer futures for their low-income students. Low-income students and students of color may be assigned less homework based on lower expectations for their success, thus preventing them from learning as much and creating a self-fulfilling prophecy .

In conclusion, these analyses of time use revealed a substantial gap in homework by race and by income group that could not be entirely explained by work, taking care of others, or parental education. Additionally, differences in educational achievement, especially as measured on standardized tests, have been well-documented by race and by income . These gaps deserve our attention, but we should be wary of blaming disadvantaged groups. Time use is an outcome reflecting multiple factors, not simply motivation, and a greater understanding of that should help raise expectations–and therefore, educational achievement–all around.

Sarah Novicoff contributed to this post.

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Nearly one-in-five teens can’t always finish their homework because of the digital divide.

survey data homework

Some 15% of U.S. households with school-age children do not have a high-speed internet connection at home, according to a new Pew Research Center analysis of 2015 U.S. Census Bureau data. New survey findings from the Center also show that some teens are more likely to face digital hurdles when trying to complete their homework.

Many school-age children live in households without high-speed internet

This aspect of the digital divide – often referred to as the “homework gap” – can be an academic burden for teens who lack access to digital technologies at home. Black teens, as well as those from lower-income households, are especially likely to face these school-related challenges as a result, according to the new Center survey of 743 U.S. teens ages 13 to 17 conducted March 7–April 10, 2018.

At its most extreme, the homework gap can mean that teens have trouble even finishing their homework. Overall, 17% of teens say they are often or sometimes unable to complete homework assignments because they do not have reliable access to a computer or internet connection.

This is even more common among black teens. One-quarter of black teens say they are at least sometimes unable to complete their homework due to a lack of digital access, including 13% who say this happens to them often. Just 4% of white teens and 6% of Hispanic teens say this often happens to them. (There were not enough Asian respondents in this survey sample to be broken out into a separate analysis.)

Black teens and those from lower-income households are especially likely to be impacted by the digital 'homework gap'

Other times, teens who lack reliable internet service at home say they seek out other locations to complete their schoolwork: 12% of teens say they at least sometimes use public Wi-Fi to complete assignments because they do not have an internet connection at home. Again, this problem is more prevalent for black or less affluent teens. Roughly one-in-five black teens (21%) report having to at least sometimes use public Wi-Fi for this reason, including 10% who say they often do so. And teens whose family income is below $30,000 a year are far more likely than those whose annual household income is $30,000 or higher to say that they do this (21% vs. 9%).

Lastly, 35% of teens say they often or sometimes have to do their homework on their cellphone. Although it is not uncommon for young people in all circumstances to complete assignments in this way, it is especially prevalent among lower-income teens. Indeed, 45% of teens who live in households earning less than $30,000 a year say they at least sometimes rely on their cellphone to finish their homework.

One-in-four lower-income teens don't have access to a home computer

These findings reflect a broader discussion about the digital divide’s impact on America’s youth. Numerous policymakers and advocates have expressed concern that students with less access to certain technologies may fall behind their more digitally connected peers. There is some evidence that teens who have access to a home computer are more likely to graduate from high school when compared with those who don’t.

The Center’s survey of teens does show stark differences in teens’ computer access based on their household income. A quarter of teens whose family income is less than $30,000 a year do not have access to a home computer, compared with 4% of those whose annual family income is $75,000 or more.

Note: See full topline results and methodology here (PDF). 

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Home broadband adoption, computer ownership vary by race, ethnicity in the U.S.

Digital divide persists even as americans with lower incomes make gains in tech adoption, 34% of lower-income home broadband users have had trouble paying for their service amid covid-19, 7% of americans don’t use the internet. who are they, american life in the midst of crisis: how people are using technology as their lives are upended, most popular.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

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More than two hours of homework may be counterproductive, research suggests.

Education scholar Denise Pope has found that too much homework has negative impacts on student well-being and behavioral engagement (Shutterstock)

A Stanford education researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.   "Our findings on the effects of homework challenge the traditional assumption that homework is inherently good," wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .   The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students' views on homework.   Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.   Students in these schools average about 3.1 hours of homework each night.   "The findings address how current homework practices in privileged, high-performing schools sustain students' advantage in competitive climates yet hinder learning, full engagement and well-being," Pope wrote.   Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.   Their study found that too much homework is associated with:   • Greater stress : 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.   • Reductions in health : In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.   • Less time for friends, family and extracurricular pursuits : Both the survey data and student responses indicate that spending too much time on homework meant that students were "not meeting their developmental needs or cultivating other critical life skills," according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.   A balancing act   The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.   Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as "pointless" or "mindless" in order to keep their grades up.   "This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points," said Pope, who is also a co-founder of Challenge Success , a nonprofit organization affiliated with the GSE that conducts research and works with schools and parents to improve students' educational experiences..   Pope said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.   "Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development," wrote Pope.   High-performing paradox   In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. "Young people are spending more time alone," they wrote, "which means less time for family and fewer opportunities to engage in their communities."   Student perspectives   The researchers say that while their open-ended or "self-reporting" methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for "typical adolescent complaining" – it was important to learn firsthand what the students believe.   The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Clifton B. Parker is a writer at the Stanford News Service .

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11 Surprising Homework Statistics, Facts & Data

homework pros and cons

The age-old question of whether homework is good or bad for students is unanswerable because there are so many “ it depends ” factors.

For example, it depends on the age of the child, the type of homework being assigned, and even the child’s needs.

There are also many conflicting reports on whether homework is good or bad. This is a topic that largely relies on data interpretation for the researcher to come to their conclusions.

To cut through some of the fog, below I’ve outlined some great homework statistics that can help us understand the effects of homework on children.

Homework Statistics List

1. 45% of parents think homework is too easy for their children.

A study by the Center for American Progress found that parents are almost twice as likely to believe their children’s homework is too easy than to disagree with that statement.

Here are the figures for math homework:

  • 46% of parents think their child’s math homework is too easy.
  • 25% of parents think their child’s math homework is not too easy.
  • 29% of parents offered no opinion.

Here are the figures for language arts homework:

  • 44% of parents think their child’s language arts homework is too easy.
  • 28% of parents think their child’s language arts homework is not too easy.
  • 28% of parents offered no opinion.

These findings are based on online surveys of 372 parents of school-aged children conducted in 2018.

2. 93% of Fourth Grade Children Worldwide are Assigned Homework

The prestigious worldwide math assessment Trends in International Maths and Science Study (TIMSS) took a survey of worldwide homework trends in 2007. Their study concluded that 93% of fourth-grade children are regularly assigned homework, while just 7% never or rarely have homework assigned.

3. 17% of Teens Regularly Miss Homework due to Lack of High-Speed Internet Access

A 2018 Pew Research poll of 743 US teens found that 17%, or almost 2 in every 5 students, regularly struggled to complete homework because they didn’t have reliable access to the internet.

This figure rose to 25% of Black American teens and 24% of teens whose families have an income of less than $30,000 per year.

4. Parents Spend 6.7 Hours Per Week on their Children’s Homework

A 2018 study of 27,500 parents around the world found that the average amount of time parents spend on homework with their child is 6.7 hours per week. Furthermore, 25% of parents spend more than 7 hours per week on their child’s homework.

American parents spend slightly below average at 6.2 hours per week, while Indian parents spend 12 hours per week and Japanese parents spend 2.6 hours per week.

5. Students in High-Performing High Schools Spend on Average 3.1 Hours per night Doing Homework

A study by Galloway, Conner & Pope (2013) conducted a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California. 

Across these high-performing schools, students self-reported that they did 3.1 hours per night of homework.

Graduates from those schools also ended up going on to college 93% of the time.

6. One to Two Hours is the Optimal Duration for Homework

A 2012 peer-reviewed study in the High School Journal found that students who conducted between one and two hours achieved higher results in tests than any other group.

However, the authors were quick to highlight that this “t is an oversimplification of a much more complex problem.” I’m inclined to agree. The greater variable is likely the quality of the homework than time spent on it.

Nevertheless, one result was unequivocal: that some homework is better than none at all : “students who complete any amount of homework earn higher test scores than their peers who do not complete homework.”

7. 74% of Teens cite Homework as a Source of Stress

A study by the Better Sleep Council found that homework is a source of stress for 74% of students. Only school grades, at 75%, rated higher in the study.

That figure rises for girls, with 80% of girls citing homework as a source of stress.

Similarly, the study by Galloway, Conner & Pope (2013) found that 56% of students cite homework as a “primary stressor” in their lives.

8. US Teens Spend more than 15 Hours per Week on Homework

The same study by the Better Sleep Council also found that US teens spend over 2 hours per school night on homework, and overall this added up to over 15 hours per week.

Surprisingly, 4% of US teens say they do more than 6 hours of homework per night. That’s almost as much homework as there are hours in the school day.

The only activity that teens self-reported as doing more than homework was engaging in electronics, which included using phones, playing video games, and watching TV.

9. The 10-Minute Rule

The National Education Association (USA) endorses the concept of doing 10 minutes of homework per night per grade.

For example, if you are in 3rd grade, you should do 30 minutes of homework per night. If you are in 4th grade, you should do 40 minutes of homework per night.

However, this ‘rule’ appears not to be based in sound research. Nevertheless, it is true that homework benefits (no matter the quality of the homework) will likely wane after 2 hours (120 minutes) per night, which would be the NEA guidelines’ peak in grade 12.

10. 21.9% of Parents are Too Busy for their Children’s Homework

An online poll of nearly 300 parents found that 21.9% are too busy to review their children’s homework. On top of this, 31.6% of parents do not look at their children’s homework because their children do not want their help. For these parents, their children’s unwillingness to accept their support is a key source of frustration.

11. 46.5% of Parents find Homework too Hard

The same online poll of parents of children from grades 1 to 12 also found that many parents struggle to help their children with homework because parents find it confusing themselves. Unfortunately, the study did not ask the age of the students so more data is required here to get a full picture of the issue.

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Interpreting the Data

Unfortunately, homework is one of those topics that can be interpreted by different people pursuing differing agendas. All studies of homework have a wide range of variables, such as:

  • What age were the children in the study?
  • What was the homework they were assigned?
  • What tools were available to them?
  • What were the cultural attitudes to homework and how did they impact the study?
  • Is the study replicable?

The more questions we ask about the data, the more we realize that it’s hard to come to firm conclusions about the pros and cons of homework .

Furthermore, questions about the opportunity cost of homework remain. Even if homework is good for children’s test scores, is it worthwhile if the children consequently do less exercise or experience more stress?

Thus, this ends up becoming a largely qualitative exercise. If parents and teachers zoom in on an individual child’s needs, they’ll be able to more effectively understand how much homework a child needs as well as the type of homework they should be assigned.

Related: Funny Homework Excuses

The debate over whether homework should be banned will not be resolved with these homework statistics. But, these facts and figures can help you to pursue a position in a school debate on the topic – and with that, I hope your debate goes well and you develop some great debating skills!

Chris

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

  • Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
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Homework Gap

16.9 million children remain logged out because they don’t have internet at home.

The COVID-19 pandemic caused a near-total shutdown of the U.S. school system, forcing more than 55 million students to transition to home-based remote learning practically overnight. In most cases, that meant logging in to online classes and accessing lessons and assignments through a home internet connection. Sadly, that was not an option for children in one out of three Black, Latino, and American Indian/Alaska Native households.

Nationwide, across all racial and ethnic groups, 16.9 million children remain logged out from instruction because their families lack the home internet access necessary to support online learning, a phenomenon known as the “homework gap.” According to an analysis of data from the 2018 American Community Survey conducted for All4Ed, National Urban League , UnidosUS , and the National Indian Education Association , millions of households with children under the age of 18 years lack two essential elements for online learning: (1) high-speed home internet service and (2) a computer.

Lack of High-Speed Internet and Connected Devices

survey data homework

Five Facts About Home Internet Access for Students

#1 – 8.4 million households with children lack high-speed home internet service..

This includes 16.9 million children. For this analysis, “high-speed home internet” refers to a wireline broadband internet subscription—high-speed internet service provided via cable, fiber, or digital subscriber line (DSL). While many households have wireless broadband internet access through smartphones, these services generally are insufficient for educational purposes since they do not have the same capacity, reliability, or speeds available through wireline services. (1) A study from Michigan State University  finds that students who do not have home internet access or who rely solely on a mobile plan for their internet access spend more time on their homework, have lower grade point averages, and have weaker digital skills, even after controlling for socioeconomic factors that potentially influence academic performance (2) . In fact, “[t]he gap in digital skills between students with no home access or cell phone only and those with fast or slow home Internet access is equivalent to the gap in digital skills between 8th and 11th grade students,” according to the study. (3)

#2 – 3.6 Million Households Lack a Computer, putting 7.3 Million Children at an Academic Disadvantage.

In this analysis, a computer refers to a laptop, desktop, or tablet. Students who rely exclusively on smartphones for completing homework must contend with smaller screens on slower devices that have fewer features. Smartphone applications lack the full functionality of software that is available on computers. Therefore, it may be difficult, if not impossible, for students to complete assignments that require detailed writing, editing, calculations, and graphics. Additionally, these students may need to monitor data caps or recharge prepaid phone plans to maintain their internet access. (4) Consequently, these students are less likely to complete and submit assignments online outside of school or engage in other online activities such as conducting research, video chatting with peers about school work, or looking up classroom information. (5)

#3 – 4.7 Million Black, Latino, Asian, and American Indian/Alaska Native Families combined lack the High-Speed Home Internet Service Necessary for Online Learning.

Nationally, only about 23% of all households with children do not have high-speed home internet service and about 10% do not have a computer. However, rates vary widely by race. 34% of American Indian/Alaska Native families and about 31% each of Black and Latino families lack access to high-speed home internet, compared to only 21% of White families.

Furthermore, lack of high-speed home internet access disproportionately affects children of color. For example, Latino households make up 20.9% of all households with children, but represent 28.7% of households without high-speed home internet access. This totals 2.4 million Latino families and 5.1 million Latino children. Similarly, Black households make up 14.4% of all households with children, but represent 19.5% of households without high-speed home internet access. This totals 1.6 million Black families and 3.3 million Black children.

Home access to computers and other devices is also limited for students of color. About 17% each of Black and Latino families and nearly 16% of American Indian/Alaska Native families do not have a computer at home, compared to only 8% of White families.

#4 – 4.6 Million Families Earning Less than $50,000 Per Year lack Access to high-Speed Home Internet Service.

Four in ten families that earn less than $25,000 annually do not have high-speed home internet access and three in ten do not have a computer. Similarly, among households that earn between $25,000 and $50,000 annually, one-third lack high-speed home internet service and nearly one-fifth do not have a computer.

Lack of Internet and Device Access by Household Income

#5 – 1.7 million households in nonmetropolitan (or rural) areas lack high-speed home internet..

That is nearly two out of every five families living in rural locations. (6) The greatest disparities exist in rural southern and southwestern states, with Mississippi having the highest percentage of families who lack high-speed home internet service—nearly 42%.

Lack of Internet and Device Access by Location

Learn more about internet access in your state.

As you click on your state, you will find information by race, income, and location.

survey data homework

The Cost to Close the Homework Gap

Most of the burden for equipping students with devices and internet access for online learning will fall to schools, districts, and states. But they cannot resolve the existing disparities alone. Bringing high-speed home internet access to all 8.4 million households that currently are offline will require Congress to approve additional funding to support students’ learning needs.

Congress should appropriate the $6.8 billion necessary to cover immediate costs related to high-speed home internet access and devices in any upcoming funding packages passed in response to the COVID-19 pandemic. Ultimately, additional substantial resources will be necessary to build out the infrastructure in rural areas where connectivity is not currently available. This is critical to do in the long term to ensure students in isolated regions have full access to a high-quality education. However, these costs fall outside the scope of the immediate response to COVID-19 necessary for students to participate in online learning during the 2020–2021 school year.

Methodology

The data used for the analysis presented in “Students of Color Caught in the Homework Gap” comes from the 2018 American Community Survey (ACS). This survey, conducted by the U.S. Census Bureau, contacts 3.5 million households per year. Households receive notices through the mail that they have been selected for the survey, and they can respond through the mail, using the internet, or by telephone. If contacted households do not respond, ACS follows up with phone calls to ask that the survey be completed. About 90 percent of contacted households complete the ACS.

The large sample size of ACS allows analysis of fairly disaggregated geographic units. Since the ACS is an ongoing survey, the Census Bureau aggregates the data in different ways. For analysis of census tracts, which generally have populations of about  4,000 people  (although census tracts can be geographically large in rural areas), ACS aggregates data over five years. That means that about 17.5 million households are available for analysis. For larger geographic areas such as states, the “ 1-year ACS estimates ” are appropriate, since that survey can be used to analyze places with populations of 65,000 or more.

To calculate the numbers of children without digital tools, this analysis used ACS data on the number of related children in the household. That figure varies depending on income, race, and state. The calculations in the state-by-state tables account for these variations. For example, households in Texas, on average, have more children than those in Vermont, while low-income households generally have more children than upper-income ones. In other words, a separate figure for the average number of children in households was calculated for each state and, within each state, across income and race/ethnicity categories. The ACS downloadable PUMS data does not capture all children in the United States, but the ACS provides data on the total number of children in the country. The number of children in the ACS PUMS data differs from the total reported on the Census website by about 7 percent. The analysis allocated this difference proportionately across states and subcategories.

1 John B. Horrigan, senior fellow at the Technology Policy Institute, conducted the data analysis referenced in this document. To read the full methodology for this analysis, visit  all4ed.org/homeworkgap .

2 Columbia Telecommunications Corporation,  Mobile Broadband Service Is Not an Adequate Substitute for Wireline  (Kensington, MD: Author, 2017).

3 K. Hampton et al.,  Broadband and Student Performance Gaps  (East Lansing, MI: James H. and Mary B. Quello Center, Michigan State University, 2020).

7 Following the U.S. Census Bureau’s practice, this analysis defines metropolitan areas as urbanized areas of 50,000 or more people and urban clusters of at least 2,500 people but less than 50,000. Remaining areas are nonmetropolitan. The American Community Survey does not use the term “rural” in characterizing geographies.

Homework Gap in California

An analysis from All4Ed and the Linked Learning Alliance shows the very students who could benefit the most from the college- and career-focused approach of Linked Learning are the least likely to have the internet and devices needed to access it from home.

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survey data homework

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  • February 16 Trading titles: Page by Page and WRITE Club collaborate for a book swap
  • February 15 VSA Bubble Tea and Viet Event
  • February 14 Prepping a paper crane car: Art Car Club folds a thousand paper cranes into existence
  • February 14 African-American Association carries out savory tradition
  • February 14 Cooking up a storm: Culinary Club invites aspiring cooks to interest meeting

The student news site of Bellaire High School

Three Penny Press

survey data homework

Students spend three times longer on homework than average, survey reveals

Sonya Kulkarni and Pallavi Gorantla | Jan 9, 2022

The+National+Education+Association+and+the+National+Parent+Teacher+Association+have+suggested+that+a+healthy+number+of+hours+that+students+should+be+spending+can+be+determined+by+the+10-minute+rule.+This+means+that+each+grade+level+should+have+a+maximum+homework+time+incrementing+by+10+minutes+depending+on+their+grade+level+%28for+instance%2C+ninth-graders+would+have+90+minutes+of+homework%2C+10th-graders+should+have+100+minutes%2C+and+so+on%29.

Graphic by Sonya Kulkarni

The National Education Association and the National Parent Teacher Association have suggested that a healthy number of hours that students should be spending can be determined by the “10-minute rule.” This means that each grade level should have a maximum homework time incrementing by 10 minutes depending on their grade level (for instance, ninth-graders would have 90 minutes of homework, 10th-graders should have 100 minutes, and so on).

As ‘finals week’ rapidly approaches, students not only devote effort to attaining their desired exam scores but make a last attempt to keep or change the grade they have for semester one by making up homework assignments.

High schoolers reported doing an average of 2.7 hours of homework per weeknight, according to a study by the Washington Post from 2018 to 2020 of over 50,000 individuals. A survey of approximately 200 Bellaire High School students revealed that some students spend over three times this number.

The demographics of this survey included 34 freshmen, 43 sophomores, 54 juniors and 54 seniors on average.

When asked how many hours students spent on homework in a day on average, answers ranged from zero to more than nine with an average of about four hours. In contrast, polled students said that about one hour of homework would constitute a healthy number of hours.

Junior Claire Zhang said she feels academically pressured in her AP schedule, but not necessarily by the classes.

“The class environment in AP classes can feel pressuring because everyone is always working hard and it makes it difficult to keep up sometimes.” Zhang said.

A total of 93 students reported that the minimum grade they would be satisfied with receiving in a class would be an A. This was followed by 81 students, who responded that a B would be the minimum acceptable grade. 19 students responded with a C and four responded with a D.

“I am happy with the classes I take, but sometimes it can be very stressful to try to keep up,” freshman Allyson Nguyen said. “I feel academically pressured to keep an A in my classes.”

Up to 152 students said that grades are extremely important to them, while 32 said they generally are more apathetic about their academic performance.

Last year, nine valedictorians graduated from Bellaire. They each achieved a grade point average of 5.0. HISD has never seen this amount of valedictorians in one school, and as of now there are 14 valedictorians.

“I feel that it does degrade the title of valedictorian because as long as a student knows how to plan their schedule accordingly and make good grades in the classes, then anyone can be valedictorian,” Zhang said.

Bellaire offers classes like physical education and health in the summer. These summer classes allow students to skip the 4.0 class and not put it on their transcript. Some electives also have a 5.0 grade point average like debate.

Close to 200 students were polled about Bellaire having multiple valedictorians. They primarily answered that they were in favor of Bellaire having multiple valedictorians, which has recently attracted significant acclaim .

Senior Katherine Chen is one of the 14 valedictorians graduating this year and said that she views the class of 2022 as having an extraordinary amount of extremely hardworking individuals.

“I think it was expected since freshman year since most of us knew about the others and were just focused on doing our personal best,” Chen said.

Chen said that each valedictorian achieved the honor on their own and deserves it.

“I’m honestly very happy for the other valedictorians and happy that Bellaire is such a good school,” Chen said. “I don’t feel any less special with 13 other valedictorians.”

Nguyen said that having multiple valedictorians shows just how competitive the school is.

“It’s impressive, yet scary to think about competing against my classmates,” Nguyen said.

Offering 30 AP classes and boasting a significant number of merit-based scholars Bellaire can be considered a competitive school.

“I feel academically challenged but not pressured,” Chen said. “Every class I take helps push me beyond my comfort zone but is not too much to handle.”

Students have the opportunity to have off-periods if they’ve met all their credits and are able to maintain a high level of academic performance. But for freshmen like Nguyen, off periods are considered a privilege. Nguyen said she usually has an hour to five hours worth of work everyday.

“Depending on the day, there can be a lot of work, especially with extra curriculars,” Nguyen said. “Although, I am a freshman, so I feel like it’s not as bad in comparison to higher grades.”

According to the survey of Bellaire students, when asked to evaluate their agreement with the statement “students who get better grades tend to be smarter overall than students who get worse grades,” responders largely disagreed.

Zhang said that for students on the cusp of applying to college, it can sometimes be hard to ignore the mental pressure to attain good grades.

“As a junior, it’s really easy to get extremely anxious about your GPA,” Zhang said. “It’s also a very common but toxic practice to determine your self-worth through your grades but I think that we just need to remember that our mental health should also come first. Sometimes, it’s just not the right day for everyone and one test doesn’t determine our smartness.”

Lily Parker, Annie Kong, Charlotte Heemer, Kaitlin Nguyen, and Beatrix Gnemi take a picture after playing in the Aggieland tournament.

Women’s lacrosse takes on Aggieland

Guos portrait of Jose Trejo won a Gold Key in the Scholastic Art and Writing Competition. She completed the drawing in freshman year in Michelle Vassallos Advanced Art II class.

It doesn’t come easel-y

Millward poses with his close friends Livingston (left) and Caplan (right). They are all wearing thrifted clothes.

From rummage to riches

Bellaire students fielded a puppet show team that ultimately advanced to state. Here, senior Hamza Demirovic plays a puppet interested in buying a Mercedes.

‘Inspiring a German community’

He after the Junior Olympics Competition held in Hampton, Virginia.

Junior balances artistic swimming, school

Junior Aoife McBride, right, stands with two other WRITE Club members holding the books they brought to the swap. McBride views WRITE Club meetings as a fun way to harness [her] creative energy.

Trading titles: Page by Page and WRITE Club collaborate for a book swap

Freshman Skylar Lew tried the milk bubble tea and stayed for the presentation to try the Thai tea. Lew attended past events with her brother sophomore Preston Lew.

VSA Bubble Tea and Viet Event

Member Zachary Barnett experiments with waterproof paper. He pours water onto a paper crane sprayed with varnish.

Prepping a paper crane car: Art Car Club folds a thousand paper cranes into existence

Junior Taylor Robinson connects with teachers and explains to them breakfast options available. Despite the trouble entering the building, Taylor put her gloves on and got to work.

African-American Association carries out savory tradition

The officers pose together in front of their finished presentation. They plan to teach members how to make dishes as well as the fundamental skills.

Cooking up a storm: Culinary Club invites aspiring cooks to interest meeting

SFR partnered with a restaurant to raise $4,000. Using the money they donated food to Libyan and Syrian refugees.

Students for Refugees teaches empathy, broadens perspectives

Standing second from the right, Nguyen poses with her relatives dressed in áo dài, a traditional Vietnamese dress. Áo dài is worn for some Vietnamese holidays but is mainly worn during the time of Tết (Vietnamese Lunar New Year).

Hello new beginnings: How different ethnicities ring in the Lunar New Year

Senior Vivian Jenman serves the community by volunteering as a Boy Scout.

College application crunch season: How are seniors feeling?

In 2019, Steffannie Alter graduated from Rice University in Houston, Texas, where she completed her bachelors in English and masters degree in teaching.

Don’t just bring Frankenstein back to life, ask why

 Seniors Alexandra Maglaras and Ashley York share captaincy for the 2023- 2024 season. The two have played together since they were in fourth grade and motivate one another on and off the field

Finding the ‘why’: how student athletes get inspired

The student news site of Bellaire High School

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Anonymous • Nov 21, 2023 at 10:32 am

It’s not really helping me understand how much.

josh • May 9, 2023 at 9:58 am

Kassie • May 6, 2022 at 12:29 pm

Im using this for an English report. This is great because on of my sources needed to be from another student. Homework drives me insane. Im glad this is very updated too!!

Kaylee Swaim • Jan 25, 2023 at 9:21 pm

I am also using this for an English report. I have to do an argumentative essay about banning homework in schools and this helps sooo much!

Izzy McAvaney • Mar 15, 2023 at 6:43 pm

I am ALSO using this for an English report on cutting down school days, homework drives me insane!!

E. Elliott • Apr 25, 2022 at 6:42 pm

I’m from Louisiana and am actually using this for an English Essay thanks for the information it was very informative.

Nabila Wilson • Jan 10, 2022 at 6:56 pm

Interesting with the polls! I didn’t realize about 14 valedictorians, that’s crazy.

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Teens, Sleep and Homework Survey Results

Better sleep council research finds that too much homework can actually hurt teens' performance in school.

ALEXANDRIA, Va. , Dec. 11, 2018 – According to new research from the Better Sleep Council (BSC) – the nonprofit consumer-education arm of the International Sleep Products Association – homework, rather than social pressure, is the number one cause of teenage stress, negatively affecting their sleep and ultimately impacting their academic performance.

American teenagers said they spend 15+ hours a week on homework, and about one-third (34%) of all teens spend 20 or more hours a week. This is more than time spent at work, school clubs, social activities and sports. When asked what causes stress in their lives, about three-quarters of teens said grades/test scores (75%) and/or homework (74%) cause stress, more than self-esteem (51%), parental expectations (45%) and even bullying (15%). In fact, according to the American Psychological Association’s Stress in America™ Survey, during the school year, teenagers say they experience stress levels higher than those reported by adults.

Further, more than half (57%) of all teenagers surveyed do not feel they get enough sleep. Seventy-nine percent reported getting 7 hours of sleep or less on a typical school night, more than two-thirds (67%) say they only get 5 to 7 hours of sleep on a school night, and only about one in five teens is getting 8 hours of sleep or more. Based on the BSC’s findings, the more stressed teenagers feel, the more likely they are to get less sleep, go to bed later and wake up earlier. They are also more likely to have trouble going to sleep and staying asleep – more often than their less-stressed peers.

“We’re finding that teenagers are experiencing this cycle where they sacrifice their sleep to spend extra time on homework, which gives them more stress – but they don’t get better grades,” said Mary Helen Rogers , vice president of marketing and communications for the Better Sleep Council. “The BSC understands the impact sleep has on teenagers’ overall development, so we can help them reduce this stress through improved sleep habits.”

The BSC recommends that teens between the ages of 13-18 get 8-10 hours of sleep per night. For teens to get the sleep their bodies need for optimal school performance, they should consider the following tips:

  • Establish a consistent bedtime routine . Just like they set time aside for homework, they should schedule at least 8 hours of sleep into their daily calendars. It may be challenging in the beginning, but it will help in the long run.
  • Keep it quiet in the bedroom.  It’s easier to sleep when there isn’t extra noise. Teens may even want to wear earplugs if their home is too noisy.
  • Create a relaxing sleep environment. Make sure the bedroom is clutter-free, dark and conducive to great sleep. A cool bedroom, between 65 and 67 degrees , is ideal to help teens sleep.
  • Cut back on screen time. Try cutting off screen time at least an hour before bed. The blue light emitted from electronics’ screens disturbs sleep.
  • Examine their mattress. Since a mattress is an important component of a good night’s sleep, consider replacing it if it isn’t providing comfort and support, or hasn’t been changed in at least seven years.

Other takeaways on the relationship between homework, stress and sleep in teenagers include:

  • Teens who feel more stress (89%) are more likely than less-stressed teens (65%) to say homework causes them stress in their lives.
  • More than three-quarters (76%) of teens who feel more stress say they don’t feel they get enough sleep – which is significantly higher than teens who are not stressed, since only 42% of them feel they don’t get enough sleep.
  • Teens who feel more stress (51%) are more likely than less-stressed teens (35%) to get to bed at 11 p.m. or later. Among these teens who are going to bed later, about 33% of them said they are waking up at 6:00 a.m. or earlier.
  • Students who go to bed earlier and awaken earlier perform better academically than those who stay up late – even to do homework.

About the BSC The Better Sleep Council is the consumer-education arm of the International Sleep Products Association, the trade association for the mattress industry. With decades invested in improving sleep quality, the BSC educates consumers on the link between sleep and health, and the role of the sleep environment, primarily through www.bettersleep.org , partner support and consumer outreach.

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About The Better Sleep Council

The Better Sleep Council (BSC) provides research, insights and educational resources to empower consumers to make smarter sleep decisions. Sponsored by the International Sleep Products Association (ISPA), and supported by experts from industry and academia, the BSC offers unbiased perspectives on sleep health and sleep products, so you can sleep soundly.

© 2021 Better Sleep Council. All rights reserved.

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How to Do a Survey

Conducting a Survey

Survey Says ...

Turn on the television, radio or open a newspaper and you will often see the results from a survey. 

  • Gathering information is an important way to help people make decisions about topics of interest. 
  • Surveys can help decide what needs changing, where money should be spent, what products to buy, what problems there might be, or lots of other questions you may have at any time. 
  • The best part about surveys is that they can be used to answer any question about any topic.

You can survey people (through questionnaires, opinion polls, etc) or things (like pollution levels in a river, or traffic flow).

Here are four steps to a successful survey:

  • Step one: create the questions
  • Step two: ask the questions
  • Step three: tally the results
  • Step four: present the results

Let us look at those steps in more detail ...

Step One: Create the Questions

The first thing is to decide is

What questions do you want answered? 

Conducting a Survey

Sometimes these may be simple questions like: 

  • "What is your favorite color?" 

Other times the questions may be quite complex such as: 

  • "Which roads have the worst traffic conditions?"

Simple Surveys

When doing a simple survey, you can use tally marks to show each person’s answer:

Sometimes, it is helpful to be creative in how the people can respond.  It makes it more fun for both you and your respondents (the people answering the question). 

Example:What is your favorite color?

Have them write down their favorite color on a piece of paper and drop it in a fish bowl. 

Then, put all of the pieces of paper into piles and count them.

To help you make a good Questionnaire read our page Survey Questions .

Step Two: Asking The Questions

Now you have your questions, go out and ask them! But who to ask?

If you survey a small group you can ask everybody (called a Census )

If you want to survey a large group, you may not be able to ask everybody so you should ask a sample of the population (called a Sample )

When you are sampling you should be careful who you ask.

To be a good sample, each person should be chosen randomly

And the surveys where people are asked to respond are not very accurate, because only certain types of people take the time to answer.

So be careful not to bias your survey. Try to choose randomly.

Example: You want to know the favorite colors for people at your school, but don't have the time to ask everyone.

Solution: Choose 50 people at random:

  • stand at the gate and choose "the next person to arrive" each time
  • or choose people randomly from a list and then go and find them!
  • or you could choose every 5th person

Your results will hopefully be nearly as good as if you asked everyone.

If you choose a person and they do not want to answer, record "no answer" on the survey form and mention how many people did not answer in your report.

After completing a sampling survey you can use the information to make a prediction as to how the rest of the population might respond.

Your results are better when you ask more people.

Example: nationwide opinion polls survey up to 2,000 people, and the results are nearly as good (within about 1%) as asking everyone.

But they sometimes get voting wrong, because people change their mind when actually voting.

In the same way the opinion "yes I would buy this product" may not mean they actually will buy it.

Step Three: Tally the Results

Now you have finished asking questions it is time to tally the results.

By "tally" I mean add up. This usually involves lots of paperwork and computer work (spreadsheets are useful!)

Example: For "favorite colors of my class" you can simply write tally marks like this (every fifth mark crosses the previous 4 marks, so you can easily see groups of 5):

Step four: presenting the results.

Now you have your results, you will want to show them to other people in the best possible way.

We have written a special page called Showing the Results of a Survey , but here is a quick summary:

Sometimes, you can simply report the information in a table. 

A table is a very simple way to show others the results.  A table should have a title, so those looking at it understand what results the table shows:

You can also summarize the results using statistics, such as mean or standard deviation

Example: you have lots of information about how long it takes people to get to school but it may be simpler just to present a summary such as:

Shortest Journey: 3 minutes Average Journey: 22 minutes Longest Journey: 58 minutes

But nothing makes a report look better than a nice graph or chart.

Use Data Graphs (Bar, Line and Pie) to make them.

Example Survey Question:  What is your favorite color?

Have fun asking questions!

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News and insight from the office for national statistics, micro:bits at the ready: playground survey brings data science to schools across the uk.

  • Mary Gregory
  • February 21, 2024

survey data homework

Hear how ONS has joined BBC micro:bit – the next gen campaign to help UK primary schools discover more about their playgrounds whilst taking part in a nationwide survey.

In today’s digital society data is everywhere, so understanding its potential to help us learn more about the world around us has never been more important.

And it’s not just the statisticians at ONS that need this understanding. From helping us to manage our personal finances to informing choices like where we live, data touches all of our lives, so we can all benefit from the skills that allow us to use and interpret them. That’s why at ONS we’re also invested in data education, looking at new ways to improve data literacy and present statistics in a way that is clear, unambiguous, and accessible to all.

The new BBC micro:bit playground survey, which launched this week, is a wonderful way for children to learn these skills at an early age, getting to grips with data collection and analysis in a way that is relevant to their everyday lives, in a familiar and fun setting.

If children become data-literate now, they will be well prepared to navigate and take advantage of the huge amounts of data that will no doubt play an important role in their adult lives.

Playground data

The playground survey will give primary school children hands-on experience, from planning the collection of data, to recording and analysing it, and then thinking about how to improve it.

They will do this through a series of seven fun, cross-curricular activities. Each activity is a mixture of sessions including classroom-based planning, optional coding, playground fieldwork sessions and whole-class data analysis. There is also an introduction to AI and an opportunity for children to train their own machine learning model.

All the activities involve BBC micro:bits: pocket-sized, multi-use computers that were offered to primary schools across the UK as part of the wider BBC micro:bit – the next gen campaign .

The children will look at everything from the size of their playground to the biodiversity it supports, and how pupils spend their playtimes.

  Once the data are gathered, teachers have the chance to upload them for their class so they can be shared with ONS for analysis by our data scientists. We will be looking at the data to find out more about our playgrounds across the UK and comparing it with other data sources.

As an example, we’ll look at how temperature data collected through the BBC micro:bit playground survey compares with published weather data from the Met Office. By publishing our analysis, we hope to help participants learn more about data collection and how to be intelligent users of data – a skill they will find invaluable in the future.

We’re very excited to be part of this project and are looking forward to receiving the children’s data and learning more about the many playgrounds of the UK. This will be a first for us, as well as an exciting project of discovery for the children.

Visit https://www.bbc.co.uk/teach/microbit/playground-survey/zrnqp9q to find out more.

Mary Gregory - Deputy Director at ONS's Data Science Campus

Mary Gregory – Deputy Director at ONS’s Data Science Campus

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Research Trends: Why Homework Should Be Balanced

Research suggests that while homework can be an effective learning tool, assigning too much can lower student performance and interfere with other important activities.

Girl working on her laptop at home on the dining room table

Homework: effective learning tool or waste of time?

Since the average high school student spends almost seven hours each week doing homework, it’s surprising that there’s no clear answer. Homework is generally recognized as an effective way to reinforce what students learn in class, but claims that it may cause more harm than good, especially for younger students, are common.

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 (Cooper et al., 2006).
  • Assigning too much homework can result in poor performance (Fernández-Alonso et al., 2015).
  • A student’s ability to complete homework may depend on factors that are outside their control (Cooper et al., 2006; OECD, 2014; Eren & Henderson, 2011).
  • The goal shouldn’t be to eliminate homework, but to make it authentic, meaningful, and engaging (Darling-Hammond & Ifill-Lynch, 2006).

Why Homework Should Be Balanced

Homework can boost learning, but doing too much can be detrimental. The National PTA and National Education Association support the “10-minute homework rule,” which recommends 10 minutes of homework per grade level, per night (10 minutes for first grade, 20 minutes for second grade, and so on, up to two hours for 12th grade) (Cooper, 2010). A recent study found that when middle school students were assigned more than 90–100 minutes of homework per day, their math and science scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015). Giving students too much homework can lead to fatigue, stress, and a loss of interest in academics—something that we all want to avoid.

Homework Pros and Cons

Homework has many benefits, ranging from higher academic performance to improved study skills and stronger school-parent connections. However, it can also result in a loss of interest in academics, fatigue, and a loss of important personal and family time.

Grade Level Makes a Difference

Although the debate about homework generally falls in the “it works” vs. “it doesn’t work” camps, research shows that grade level makes a difference. High school students generally get the biggest benefits from homework, with middle school students getting about half the benefits, and elementary school students getting few benefits (Cooper et al., 2006). Since young students are still developing study habits like concentration and self-regulation, assigning a lot of homework isn’t all that helpful.

Parents Should Be Supportive, Not Intrusive

Well-designed homework not only strengthens student learning, it also provides ways to create connections between a student’s family and school. Homework offers parents insight into what their children are learning, provides opportunities to talk with children about their learning, and helps create conversations with school communities about ways to support student learning (Walker et al., 2004).

However, parent involvement can also hurt student learning. Patall, Cooper, and Robinson (2008) found that students did worse when their parents were perceived as intrusive or controlling. Motivation plays a key role in learning, and parents can cause unintentional harm by not giving their children enough space and autonomy to do their homework.

Homework Across the Globe

OECD , the developers of the international PISA test, published a 2014 report looking at homework around the world. They found that 15-year-olds worldwide spend an average of five hours per week doing homework (the U.S. average is about six hours). Surprisingly, countries like Finland and Singapore spend less time on homework (two to three hours per week) but still have high PISA rankings. These countries, the report explains, have support systems in place that allow students to rely less on homework to succeed. If a country like the U.S. were to decrease the amount of homework assigned to high school students, test scores would likely decrease unless additional supports were added.

Homework Is About Quality, Not Quantity

Whether you’re pro- or anti-homework, keep in mind that research gives a big-picture idea of what works and what doesn’t, and a capable teacher can make almost anything work. The question isn’t  homework vs. no homework ; instead, we should be asking ourselves, “How can we transform homework so that it’s engaging and relevant and supports learning?”

Cooper, H. (1989). Synthesis of research on homework . Educational leadership, 47 (3), 85-91.

Cooper, H. (2010). Homework’s Diminishing Returns . The New York Times .

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003 . Review of Educational Research, 76 (1), 1-62.

Darling-Hammond, L., & Ifill-Lynch, O. (2006). If They'd Only Do Their Work! Educational Leadership, 63 (5), 8-13.

Eren, O., & Henderson, D. J. (2011). Are we wasting our children's time by giving them more homework? Economics of Education Review, 30 (5), 950-961.

Fernández-Alonso, R., Suárez-Álvarez, J., & Muñiz, J. (2015, March 16). Adolescents’ Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices . Journal of Educational Psychology. Advance online publication.

OECD (2014). Does Homework Perpetuate Inequities in Education? PISA in Focus , No. 46, OECD Publishing, Paris.

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis . Review of Educational Research, 78 (4), 1039-1101.

Van Voorhis, F. L. (2003). Interactive homework in middle school: Effects on family involvement and science achievement . The Journal of Educational Research, 96 (6), 323-338.

Walker, J. M., Hoover-Dempsey, K. V., Whetsel, D. R., & Green, C. L. (2004). Parental involvement in homework: A review of current research and its implications for teachers, after school program staff, and parent leaders . Cambridge, MA: Harvard Family Research Project.

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Fewer Americans Are Struggling to Pay Bills, New Census Survey Finds

By Andrew Perez

Andrew Perez

With eight months to go before Election Day, a deeply troubling number of Americans say they are struggling to pay their bills. But vast hardship appears to be decreasing substantially, at a good time for President Joe Biden . 

As of this month, 36 percent of Americans reported having difficulty paying their usual household expenses, according to new data from the U.S. Census Bureau. That figure is quite high, but it’s a five-point decrease from October, when more than 41 percent of respondents reported experiencing financial hardship. 

The new figures, released Thursday, highlight Biden’s biggest challenge as he gears up for his reelection bid against former President Donald Trump : Americans are still experiencing economic misery on a massive scale. By many measures, though, the economy is broadly improving — the labor market remains strong , and wages have been outpacing inflation . That improvement appears to be finally showing in the Census data.

The percentage of Americans struggling to pay their bills skyrocketed as the federal government terminated pandemic aid programs. 

For a time following the outbreak of the pandemic, starting under Trump, policymakers in Washington expanded unemployment benefits; sent stimulus checks; paused student loan repayments; and forbade states from removing terminating Medicaid enrollees’ coverage. 

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Since then, the temporary safety net expansion has been rolled back piece by piece. The percentage of Americans experiencing financial hardship steadily increased , reaching a new high of nearly 41 percent in October 2022.

The census survey results did not meaningfully improve over the following year. In fact, in October 2023, the percentage of Americans having trouble paying their bills peaked at more than 41 percent, according to Rolling Stone ’s analysis of the data.

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The latest Census survey shows that fewer Americans are currently struggling to pay their bills now than in the fall. To be clear, financial hardship remains elevated and is still slightly higher than it was when Biden took office.  

If the numbers continue to improve, though, Biden’s 2024 chances might, too.

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Rolling Stone is a part of Penske Media Corporation. © 2024 Rolling Stone, LLC. All rights reserved.

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IMAGES

  1. Homework Survey Form Template

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  2. High School Statistics Homework Help

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  3. Data for Homework I: from online survey of students

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  4. Editable Data Homework Sheet by Sassy Little Teacher

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  5. Homework Survey for Students by PHUN Homework

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  6. Homework survey

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  1. Introduction to Survey 2

  2. The data below shows the survey of results for a random sample of 11 employees. Compute D5

  3. How to Utilize ASE Survey Data

  4. Indy Survey Tool: A Framework to Unearth Correlations in Survey Data

  5. This is how you get survey data that’s actually usable for your e-com business

  6. Surveying Problems

COMMENTS

  1. Stanford research shows pitfalls of homework

    • Greater stress: 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.

  2. 1.H: Sampling and Data (Homework)

    1.1 Definitions of Statistics, Probability, and Key Terms. For each of the following eight exercises, identify: a. the population, b. the sample, c. the parameter, d. the statistic, e. the variable, and f. the data. Give examples where appropriate. 1. A fitness center is interested in the mean amount of time a client exercises in the center ...

  3. Statistics and Probability

    Learn at your own pace. Free online tutorials cover statistics, probability, regression, analysis of variance, survey sampling, and matrix algebra - all explained in plain English. Advanced Placement (AP) Statistics. Full coverage of the AP Statistics curriculum. Probability.

  4. PDF National Household Education Surveys Program

    It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; an...

  5. Ch. 1 Homework

    The Well-Being Index is a survey that follows trends of U.S. residents on a regular basis. There are six areas of health and wellness covered in the survey: Life Evaluation, Emotional Health, Physical Health, Healthy Behavior, Work Environment, and Basic Access. Some of the questions used to measure the Index are listed below.

  6. Ch. 10 Homework

    Two surveys are conducted. Of the 35 two-year colleges surveyed, the mean enrollment was 5,068 with a standard deviation of 4,777. ... If you are using a Student's t-distribution for one of the following homework problems, including for paired data, you may assume that the underlying population is normally distributed. (When using these tests ...

  7. Key findings about online learning and the homework gap amid COVID-19

    The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP's methodology. The 2018 data on U.S. teens comes from a Center poll of 743 U.S. teens ages 13 to 17 conducted March 7 to April 10, 2018, using the NORC AmeriSpeak panel.

  8. PDF Parent and Family Involvement in Education: Results from the National

    amount of homework, by selected school, student, and family characteristics: ... The PFI survey collects data about students who are enrolled in kindergarten through grade 12 or are homeschooled for equivalent grades and asks questions about various aspects of parent involvement in education, such as help with homework, family activities, and ...

  9. Analyzing 'the homework gap' among high school students

    We can also use ATUS data to isolate when students do homework by race and by income. In Figure 2, we plot the percentage of high school students in each racial and income group doing homework by ...

  10. The numbers behind the broadband 'homework gap'

    Pew Research analysis of the Census data finds that the lowest-income households have the lowest home broadband subscription rates. Roughly one-third (31.4%) of households whose incomes fall below $50,000 and with children ages 6 to 17 do not have a high-speed internet connection at home. This low-income group makes up about 40% of all families ...

  11. 17% of teens sometimes can't finish homework because of digital divide

    Some 15% of U.S. households with school-age children do not have a high-speed internet connection at home, according to a new Pew Research Center analysis of 2015 U.S. Census Bureau data. New survey findings from the Center also show that some teens are more likely to face digital hurdles when trying to complete their homework.

  12. More than two hours of homework may be counterproductive, research

    • Greater stress: 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.

  13. 11 Surprising Homework Statistics, Facts & Data (2024)

    The prestigious worldwide math assessment Trends in International Maths and Science Study (TIMSS) took a survey of worldwide homework trends in 2007. Their study concluded that 93% of fourth-grade children are regularly assigned homework, while just 7% never or rarely have homework assigned.

  14. Homework Gap

    Nationwide, across all racial and ethnic groups, 16.9 million children remain logged out from instruction because their families lack the home internet access necessary to support online learning, a phenomenon known as the "homework gap.". According to an analysis of data from the 2018 American Community Survey conducted for All4Ed ...

  15. Students spend three times longer on homework than average, survey

    A survey of approximately 200 Bellaire High School students revealed that some students spend over three times this number. The demographics of this survey included 34 freshmen, 43 sophomores, 54 juniors and 54 seniors on average. When asked how many hours students spent on homework in a day on average, answers ranged from zero to more than ...

  16. Teens, Sleep and Homework Survey Results

    When asked what causes stress in their lives, about three-quarters of teens said grades/test scores (75%) and/or homework (74%) cause stress, more than self-esteem (51%), parental expectations (45%) and even bullying (15%).

  17. How to Do a Survey

    The best part about surveys is that they can be used to answer any question about any topic. You can survey people (through questionnaires, opinion polls, etc) or things (like pollution levels in a river, or traffic flow). Four Steps. Here are four steps to a successful survey: Step one: create the questions; Step two: ask the questions

  18. Homework 01

    pdf. 394 kB. Homework 01. Download File. DOWNLOAD. MIT OpenCourseWare is a web based publication of virtually all MIT course content. OCW is open and available to the world and is a permanent MIT activity.

  19. Micro:bits at the ready: Playground survey brings data science to

    Playground data. The playground survey will give primary school children hands-on experience, from planning the collection of data, to recording and analysing it, and then thinking about how to improve it. They will do this through a series of seven fun, cross-curricular activities. Each activity is a mixture of sessions including classroom ...

  20. 50 Current Student Stress Statistics: 2024 Data, Analysis & Predictions

    ". Studies project that 1 in 5 previously stress-free U.K. university students will be diagnosed as clinically anxious by mid-course. Around 500 Japanese students below the age of 20 kill themselves each year. Every September 1 (or the start of the school year), the teen suicide rate tends to occur three times higher compared to any other day.

  21. Key Lessons: What Research Says About the Value of Homework

    What follows is a summary of the research to date: The link between homework and student achievement is far from clear. There is no conclusive evidence that homework increases student achievement across the board.

  22. PDF Elements of Effective Homework

    families, especially as the homework load increases. A 2018 analysis of Census Bureau data in combination with research from authors from the Pew Research Center found that 1 in 5 teens cannot regularly complete their homework due to a lack of necessary technology. These students are disproportionately Black and Latinx (Anderson & Perrin, 2018).

  23. Research Trends: Why Homework Should Be Balanced

    Why Homework Should Be Balanced. Homework can boost learning, but doing too much can be detrimental. The National PTA and National Education Association support the "10-minute homework rule," which recommends 10 minutes of homework per grade level, per night (10 minutes for first grade, 20 minutes for second grade, and so on, up to two ...

  24. Asia Landlords Face 20-Year Gap for Net Zero Goals, Survey Finds

    Save. Asia's landlords have to speed up efforts toward achieving net zero emissions to satisfy their tenants' sustainability demands, according to a CBRE Group Inc. survey. While most ...

  25. Fewer Americans Are Struggling to Pay Bills, New Census Survey Finds

    The latest Census survey shows that fewer Americans are currently struggling to pay their bills now than in the fall. To be clear, financial hardship remains elevated and is still slightly higher ...

  26. Maldives visit of Chinese survey ship could trigger Indian Ocean

    A Chinese research ship is set to arrive in the Maldives on Thursday, global ship-tracking data showed, just three months after a similar vessel visited the Indian Ocean and sparked New Delhi's ...

  27. UK PMI Survey Shows Economy Growing With Optimism at 2-Year High

    2:13. Britain's private sector firms are at their most optimistic in two years after signs that the economy quickly bounced back from recession at the start of 2024. S&P Global said its ...

  28. The Ozempic Effect Gives Sweetgreen a Boost, Survey Finds

    1:49. One thing Ozempic won't hurt: sad desk salads. Despite the appetite-suppressing effects of drugs like Wegovy and Zepbound, people reported going to Sweetgreen Inc. more frequently after ...

  29. Ozempic Users Cut Grocery Spending by Up to 9%, Survey Finds

    It showed that 12.3% of households said they had a member taking a GLP-1 in January, up from 11.4% in October 2023. GLP-1 user growth is being driven by weight-loss treatment, Morgan Stanley said ...