That hypothesis held up, and that group also received significantly higher grades, demonstrating the causal relationship. They hypothesized students randomly assigned to a roommate without a video game console would study more, since all other factors remained equal. ![]() The researchers took advantage of randomly assigned college roommates, paying attention to those who came to campus with a video game console in tow. 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. Previous studies have examined the impact of this outside time use on educational outcomes for students. ![]() 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? Researchers are primarily confounded by an inability to determine what compels students to choose homework during their time off over other activities. Measuring the relationship between out-of-school time and outcomes like test scores can be difficult. ![]() 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. 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. 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. Researchers have struggled for decades to identify a causal, or even correlational, relationship between time spent in school and improved learning outcomes for students.
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