A few weeks ago, Mr Pink, asked for a detailed breakdown of the latest research on homework. Fortunately, I had already done some research and created a Twitter thread on the topic just a few weeks before.
To my pleasant surprise, my thread gained a fair amount of traction. As I delved deeper into the responses and discussions, I realised that there was a lot more to explore and share on this topic.
Hence, I decided to take my writing a step further and convert my thread into a detailed post that would not only address Mr Pink’s query but also provide a broader perspective on the impact of homework on students’ academic and personal growth.
Before I begin, let me acknowledge my bias: I don’t think homework is as beneficial as some people claim. However, I aim (poorly) to put that aside and provide a research-based perspective on homework.
What do I mean by homework?
To clarify, when I use the term “homework,” I’m specifically referring to the assignments given by teachers to be completed at home. This work is typically assigned by the class teacher or the Head of Department.
I hold reservations about the effectiveness of a “flipped classroom” approach to homework. From my perspective, this approach is not widely implemented in UK classrooms, and therefore it does not align with a research-based examination of the concept of “homework.” I will delve into this in greater detail in the subsequent section.
It is also important to note that when I say “homework,” I am not referring to the independent work or revision that students complete on their own. This type of work is self-directed and separate from the assignments given by teachers. Similarly, any extra time given to Sixth Form students for independent study is not considered homework in the traditional sense.
What does the research say?
To begin with, I looked at the work from the Education Endowment Foundation (EEF) to see what they say about the use of homework in schools. It says the impact homework can have on a student’s progress is +5 months, however, there is very limited evidence on this. Let’s take a look at it.
First and foremost, I take issue with the definition of “homework” used by the EEF. They include flipped learning models of homework, which, in my opinion, deviates from the traditional homework that is commonly used in schools. In fact, of the 44 references used by the EEF, 23 of them focus on research into flipped classroom methods, rather than the conventional notion of homework and this has issues.
For instance, two studies referenced, Schwankl (2013) and Yousefzadeh (2015), both centre on flipped classroom. While Schwankl’s research examined almost 500 university students at different points in their academic program, making it difficult to apply to a school setting, Yousefzadeh’s study was conducted in a single secondary school in Iran, involving just 250 students over an eight-week period. It’s worth noting that in its critique, Yousefzadeh’s study mentioned the increased workload that the flipped classroom approach places on teachers, which I will come to later. Given the relatively small sample sizes in both studies, it’s challenging to draw any definitive conclusions.
It is, for this reason, I now abandon the EEF on this and have a look at some other research.
The Miami County School Board in Florida (Blazer, 2009) completed a literature review of the impact of homework and found the following:
- It reinforces material that has already been presented in class
- Helps students determine if they have understood the content
- Increases students’ skill proficiency
- Enables students to identify and use new resources such as the library, internet and reference books
- Allows students to improve their time management, organisational skills, perseverance, self-confidence and self-discipline
While the touted benefits of homework such as reinforcing material and testing comprehension may seem promising, they fail to take into account the primary role of a classroom teacher: to facilitate student progress in their studies.
If students are only discovering whether or not they have grasped the content while working at home, then what was happening in the classroom? The same can be said for the reinforcement of the material. Students should have ample opportunities to practice what they have learned within the classroom setting, where teachers are present to answer questions and correct any misconceptions. Without the guidance and support of a teacher, students who struggle with the material risk falling into a cycle of misunderstanding, which can ultimately harm their academic progress.
The study does supply its own drawbacks:
- Homework provides little academic benefits to students who don’t already have the skills needed to complete the work
- It doesn’t provide much information about a student’s true educational level or progress as there is no control over who completes the work
- It can often overload students and leave them emotionally and physically fatigued
- Homework limits students’ ability for other activities to improve their physical wellbeing
- Homework encourages cheating
And the final, arguably most important point, which I will come back to later:
- Homework can widen social inequalities.
It is my opinion that many of the issues raised in the aforementioned points are self-evident. For instance, it is natural for students to seek easier paths to achieve their goals, and thus cheating on homework may become a temptation for some. Consequently, any evaluation of a student’s progress based on unsupervised homework completion is flawed and unreliable and teachers and school leaders must recognise it as such.
In the absence of teacher supervision, it is difficult to determine whether a student has truly completed their homework or relied on shortcuts. As a result, the conclusions drawn from such assessments are inherently limited and offer little insight into a student’s true academic capabilities.
Various researchers, such as Xu (2011; 2004), Gu et al. (2015), Fisher et al. (2011), and Bempechat (2010) suggest that one of the most crucial aspects of homework is the feedback provided to students. However, in practical terms, homework is often viewed as a secondary priority, leading to limited feedback from teachers and reduced impact on student learning outcomes.
It is fair to note, however, that online programmes have been developed to provide feedback, but it remains debatable whether they can replace the feedback provided by teachers. While such programmes can complement teacher input, the importance of personal engagement and nuanced feedback offered by educators cannot be overstated. Therefore, it is vital to strike a balance between using online programmes and ensuring that teachers remain an essential component of the feedback process.
Fisher et al. also highlight how time constraints can lead to students completing work at home that they would typically do in class. Consequently, students may encounter a problem for the first time when they are at home, without the support of a teacher or peers. This is clearly an issue as students’ initial exposure to new material should occur in the classroom where they can receive guidance and ask questions.
Moreover, a significant issue with homework is the potential to widen the achievement gap between students from more privileged backgrounds and those from disadvantaged backgrounds. Research shows that students from disadvantaged backgrounds may lack the necessary resources or support at home to complete homework to the same standard as their more advantaged peers. This can result in a negative impact on a student’s progress and over time the gap widens.
Xu (2011) found that parental education level is correlated with the completion of homework. Similarly, a Miami School Board review suggested that homework is often a measure of what students have at home, with over 70% of parents surveyed reporting helping their children with homework. Fisher et al. (2011) also noted that homework can increase the burden on parents to assist their children with homework. Daw (2012) further argued that the amount of homework assigned may increase the socioeconomic achievement gap in math, science, and reading in secondary schools.
An absence of parental support due to work obligations, lack of knowledge on specific academic topics, or economic constraints that limit access to resources such as a computer or study materials, pose challenges to students attempting to complete homework. It is imperative for teachers and schools to address these disparities and strive to bridge the achievement gap between students from different socio-economic backgrounds. Much of the research indicates that assigning homework may exacerbate this gap rather than alleviate it.
So why do we do homework?
According to the literature review conducted by the Florida School Board, the desire for homework stems primarily from parents’ preferences. Additional research suggests that parents often express to teachers the importance of homework, as they believe their children would not engage in academic work outside of school if homework were not assigned. While parental demand may be a significant driver for homework practices in schools, it is worth noting that homework can offer a range of benefits. Wu (2012) argues that completing homework can foster self-reliance and commitment in students.
It helps students develop important independent learning skills such as time management, organisation, and self-discipline. By working on assignments outside of the classroom, students learn to prioritise their workload, manage their time effectively, and stay organised, skills that are crucial for academic and personal success.
Additionally, homework encourages students to engage with learning beyond the classroom, fostering a lifelong learning viewpoint. Homework also serves as a means of communication between parents and teachers about a student’s progress and areas for improvement. It can also help students prepare for exams by providing them with an opportunity to apply what they have learned.
What should schools do about homework?
Firstly, I recommend that those with a subjective viewpoint on homework should read the literature review conducted by the Miami School Board, which you can read here.
It is essential to consider the purpose of assigning homework to students. Homework should complement classroom learning, rather than replace it. We must ensure that our homework policies do not exacerbate existing attainment gaps but rather work towards closing them. It is crucial to move away from viewing homework as a means of generating data for teachers and school leaders to analyse.
Assigning homework can place a significant burden on classroom teachers, particularly when it comes to providing feedback for a large number of students across multiple classes and key stages. In some cases, teachers may overlook assigning homework, thereby negating any perceived positive effects of homework. Centralising homework assignments, perhaps under the supervision of Heads of Departments, to focus more on the benefits of homework rather than its limited effectiveness would help in this regard.
Homework should challenge students and promote active learning rather than serving as a simple task that can be completed with a quick Google search or assistance from ChatGPT. It should serve as a tool for enriching students’ lives, regardless of their parents’ educational background. Homework should also provide students with opportunities to learn from their mistakes, receive valuable feedback, and allow for flexibility in completing assignments whilst also monitoring the impact high levels of homework has on students and their families.
Homework is a topic that has been widely debated for years. Is it good in its current state? No. However, with proper monitoring and a clear focus on how it can be used effectively, homework has the potential to bridge the gap between students at different levels and elevate their educational experiences to new heights. Teachers and school leaders should work together to harness the potential homework has to offer in enriching the lives of students and fostering a love for learning that will last a lifetime.
sources.
Aljaraideh, Y., 2019. Students’ perception of flipped classroom: A case study for private universities in Jordan. JOTSE: Journal of Technology and Science Education, 9(3), pp.368-377.
Bempechat, J., 2004. The motivational benefits of homework: A social-cognitive perspective. Theory into practice, 43(3), pp.189-196.
Blazer, C., 2009. Homework. Literature Review. Research Services, Miami-Dade County Public Schools.
Daw, J., 2012. Parental income and the fruits of labor: Variability in homework efficacy in secondary school. Research in Social Stratification and Mobility, 30(3), pp.246-264.
Fisher, D., Lapp, D. and Frey, N., 2011. Homework in secondary classrooms: Making it relevant and respectful. Journal of Adolescent & Adult Literacy, 55(1), pp.71-74.
Gu, L. and Kristoffersson, M., 2012. Teachers’ perspective on homework in Swedish elementary school. In The 40th NFPF/NERA Congress, Everyday life, education and their transformations in a Nordic and globalized context, March 8-10, 2012, Copenhagen.
Salimi, A. and Yousefzadeh, M., 2015. The effect of flipped learning (revised learning) on Iranian students’ learning outcomes. Advances in Language and Literary Studies, 6(5), pp.209-213.
Xu, J., 2011. Homework completion at the secondary school level: A multilevel analysis. the Journal of Educational research, 104(3), pp.171-182.
Xu, J., 2013. Why do students have difficulties completing homework? The need for homework management. Journal of Education and Training Studies, 1(1), pp.98-105.
Xu, J. and Wu, H., 2013. Self-regulation of homework behavior: Homework management at the secondary school level. The Journal of Educational Research, 106(1), pp.1-13.
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