This review, of research literature published between 1988 and 2001, was commissioned by OFSTED. It covers much the same ground as Cowan and Hallam's 'What do we know about homework?'. To avoid repetition only insights additional to those summarised there are included here.
Executive summary
Many of the reported findings rely on relatively small amounts of research and should be understood as suggestive rather than established fact.
- There is a positive relationship between time spent on homework and achievement of secondary school pupils, but evidence is inconclusive for primary school children
- Among primary-age pupils lower achievers spend longer on homework (the opposite is true for older pupils)
- 'Moderate' amounts of homework seem to be more effective than both small or large amounts
- Unsurprisingly: 'Positive attitudes to homework are associated with positive attitudes to school'
- There is little information about what works well, e.g. different types of homework, the use of planners, ICT, marking and feedback to pupils
- Individualised homework is unduly time-consuming for teachers and has limited impact on pupils' achievement
- Setting differentiated work for low achievers requires sensitive handling by teachers
- Pupils may exhibit preferred 'homework styles'.
1. Introduction to the review
Methodology and scope for the review are described.
The research literature referred to in the review is available for download on the NFER Website.
2. What is homework?
Simply: '...work set by teachers that pupils are expected to complete out of school hours.'
Ten common purposes ('ten P's') for setting homework are listed (after Epstein, 1998):
- Practice
- Preparation
- Participation
- Personal development
- Peer interactions
- Parent-child relations
- Parent-teacher communication
- Public relations
- Policy
- Punishment
The last is said to be indefensible.
3. The recent policy context
Since 1998, with the introduction of the DfEE's publication Homework: Guidelines for Primary and Secondary Schools, homework has become an established part of primary school practice. Prior to this homework was well-established in the secondary phase but less common for younger children (with the exception of home reading schemes).
The 1998 DfEE guidance resulted in most primary schools adopting policy statements and developing new practices. The guidance, though non-statutory, declared recommended time allocations for different age groups and key principles for policy making.
4. Time on homework and achievement
A common concern of the research literature is 'Does spending more time on homework inprove pupils' academic achievement?' For older pupils some of the most thorough research (e.g. by Harris Cooper in the USA) indicates a positive correlation between time spent on homework and achievement but for younger children there is, at best, a very slight association.
Cooper suggests guidance for time for mandatory homework assignments (e.g. up to 45 minutes for pupils in Y2-4) which are lower than the DfEE's recommendations.
5. Pupil attitudes to homework
There is little research on these issues and some findings appear contradictory. Some studies have shown that pupils, especially younger ones, hold positive views of homework. They prefer (and value) homework when it:
- Is well-explained
- Has adequate deadlines
- Is interesting
- Is varied
- Is at their level.
Attitudes to homework vary with age, gender and amounts of homework set (findings are contradictory on this last point). There is little evidence to suggest that homework encourages positive attitudes to learning (the question has hardly been addressed in the literature).
6. Evaluations of specific homework interventions
Disappointingly, from a practical viewpoint, 'there is an insufficient body of research to provide definitive advice for teachers about effective homework practices.'
7. Homework for lower-achieving pupils
Again, few concrete findings. It is suggested that the following strategies may be helpful:
- Good communication with parents
- Parental involvement
- Short, relevant tasks
- Homework planners/diaries
- Pupils monitoring homework completion (one study indicated success with pupils graphing completion of tasks).
8. Parental involvement in homework
In the face of conflicting evidence about the impact of parents on homework it is suggested that it is the type of parental involvement rather than the amount that matters most. This appears to accord with findings about the effect of parents' involvement in early reading interventions. Here, too, it matters what the parents do rather than that they are simply involved.
9. The homework environment
Parents can exert an influence on the homework environment, encouraging completion and limiting television viewing, for instance. Pupils' preferred homework styles may conflict with parents' and teachers' suggested ideals. Homework clubs may be useful.
10. Findings from research into homework: a model
A model relating 'Teachers/School', 'Environment', 'Parents' and 'Pupil' is proposed (p.47).
11. The need for further research
Specific suggestions are offered for further work. Further investigation of practice in the primary phase is specifically identified.
Sharp, C., Keys, W. & Benefield, P. (2001), Homework: A Review of Recent Research, Slough, NFER
