A brief résumé of a useful short paper summarising research insights into the subject of homework.
The headings under which the article is organised reflect the existing body of research findings. In doing so they indicate areas that schools might consider when reviewing and developing their own practice.
Introduction
Consideration of the practice of homework must take account of the cultural/historical context in which it occurs. It is suggested that the amounts of homework set tend to increase when there is a concern to raise standards and decline when the negative effects of increased demands are felt.
A useful chart of purposes, advantages and disadvantages of homework is presented.
Research on homework
There are 'considerable methodological problems' in investigating homework:
- It is difficult to isolate its contribution to learning
- The reported amount of time spent on homework is unreliable - it depends who you ask (parent, pupil, teacher)
- '...the quality or type of homework set is rarely taken into account.'
- Different measures of effectiveness are employed making comparisons difficult
- Researchers tend to concentrate on measurable, rather than affective, outcomes.
The effects of homework on achievement
Reported effects of homework on achievement have been contradictory, especially in primary schools. Research has concentrated on 'homework v. no homework' or the relationship between time spent on homework and learning. There is certainly no simple connection between these variables. The issue is too complex to admit so simple an outcome.
Towards a model of homework
A useful model analysing the complex influences at work is offered. This allows the different factors influencing schools' practices to be identified and discussed separately. Some are within the school's control, some are open to influence by the school and some are beyond the school's direct influence.
Effectiveness of different kinds of homework
This is an under-researched theme. There are a number of points quoted:
- 'Homework is perceived as more useful by pupils when it is an integral part of school work'
- '...homework which includes preparation, practice or both is more effective than homework concerned only with current curriculum content.'
- '...written... assignments are more effective because... (this) ensures that homework is actually undertaken.'
Differentiation for pupils' different abilities is considered briefly. Optimistically: '...there is some evidence that low ability pupils who do regular homework can achieve higher grades than more able pupils who do no homework at all.'
Does homework develop responsibility and independent study?
It is generally believed that it does. There is no firm research evidence to support this view.
Schools, teachers and homework
Teachers generally agree that homework is worthwhile: certainly without teachers' commitment it is unlikely to have a positive effect. It is acknowledged that planning, setting and marking homework is not always accorded the priority that it would appear to deserve. Attentive marking and feedback to pupils is necessary for the maximum impact. Non-completion of homework tasks poses problems for teachers, especially where children experience mitigating circumstances.
Pupils and homework
Pupils attitudes to homework are influenced by all the factors already identified (see 'Towards a model of homework', above). 'Most (children) think that homework helps them, although they often do not enjoy doing it.'
Gender differences
Girls tend to be more positive and more responsible.
The homework environment and competing activities
Children often complete homework in an environment that is far from the quiet, undisturbed place advocated by most schools.
Parents and homework
Positive views:
- The home is understood to be an effective learning environment (especially for young children)
- Homework bridges the home-school divide
- Homework is believed to contribute to children's progress in school and therefore worthy of support.
Negative views:
- Poor communication between home and school: schools do not make expectations clear, especially in primary schools where children are not a reliable means of communication
- Little relationship between homework and lessons
- Perceived to be poorly set, poorly marked, lack of pupil-teacher interaction, little positive feedback to pupils
- Teachers unaware of how long tasks sometimes take to complete
- Schools unwilling to involve parents in policy creation.
Parents' views of the purposes of homework
Many parents believe homework aids pupil progress. In their eyes it serves further ends too, namely:
- Informing them about the curriculum
- Promoting family discussion
- Giving them a chance to be involved.
The effects of parents helping children with their homework
Parents' involvement may help improve achievement. Provoking negative experiences of learning at home is unhelpful. Poor experiences of homework may discourage parents from making useful links with their child's school. There is a danger that an achievement gap may inadvertently be widened.
Parents have three roles:
- Monitoring
- Supporting
- Helping.
Monitoring and support by parents certainly helps ensure homework is completed. Not every parent feels equipped to help.
Significantly: 'Parents' attitudes towards homework at primary level may play a significant role in shaping students' attitudes towards homework later. This implies that efforts to improve parental involvement and attitudes towards homework may pay off in the long term even if they appear to have little effect in the short term.'
Homework practices in families
Homework serves to bring some families together in a common task. For other families it is a source of conflict. There is little firm evidence concerning the best strategies for parents. 'Parents may have the most positive influence when they make appropriate resources available, offer moral support, and check that the homework has been done. Providing help only when asked, and reporting difficulties to teachers may be in the child's best interest.'
Interventions to support pupils in undertaking homework
These have included homework clubs, telephone help lines, homework checklists (tips when faced with problems), study skills courses etc. Alternatively guidance/support has been offered to parents. It is suggested that any intervention that raises the status of homework is likely to have a positive effect.
Where now?
Homework, undertaken with care, is likely to be helpful. The article concludes with a list of desirable features of effective homework. This might serve as a useful checklist for schools' practice.
Cowan, R. & Hallam, S. (1999), What do we know about homework? Viewpoint (Institute of Education) #9 (Feb.1999)
