Thoughts on Homework!

Bill Blynt
Feb 08, 2010

Homework has always been a component of our educational system. It has also been one of the most researched and discussed elements of our educational framework. Opinions vary widely as to its effectiveness in increasing student achievement. This research, along with our changing family structure and students' reluctance to complete homework, continues to fuel the debate. This article is not intended to provide conclusive documentation to end the debate, but rather to share general findings regarding the practice of homework (much of the information cited is the result of extensive studies by Dr H. Cooper, Dr R. Marzano and Dr A. Kohn).

Does homework improve student achievement? The research on this topic is extensive; however, the results are far from conclusive. A general finding is that homework can have a positive impact on learning. The impact varies greatly due to a number of factors but some general guidelines have been developed for educators.

The influence of homework on academic achievement varies by grade level. Homework seems to have very little, if any, impact at the primary level. As students move through the grades, the impact of homework on academic achievement increases. This is not to recommend primary students not be asked to read at home or practice their math facts. Practicing any skill (when learned correctly) will increase proficiency. According to research (Cooper 1989, 2006), it is not until around sixth or seventh grade that homework actually impacts learning.

The amount of homework assigned to students should vary by grade level. Research supports the informal ‘ten minute rule' supported by the National Education Association and the Parent Teacher Association. This guideline states that the amount of daily homework assigned to a student for all subjects combined should not exceed the total of their grade level times ten minutes.

Homework has a greater impact on student achievement when it is directly related to what is being taught in the classroom. Homework that is used to check for understanding of what is being taught in the classroom has a greater impact than simply assigning loosely related work. Homework that is not completed has no impact on academic achievement. As a result, teachers must develop homework that is valued by their students. When students receive feedback on their homework, know the purpose of the assignment or have attained the necessary instruction and level of proficiency to complete the homework on their own, the chances it will be completed improves greatly. Students who view homework as a means of punishment often will become defiant and not do any homework or may do it sub-par and not practice what is intended.

Homework can be successfully employed with students as a means of becoming proficient in a particular skill. The old adage ‘practice makes perfect' is correct; however, prior to giving students homework to practice a skill they must be given adequate supervised practice time. Only after students have practiced a skill correctly should they be assigned independent practice as homework (Marzano, 2001).

Homework thoughtfully integrated as part of the entire learning process will have a positive influence on achievement. As teachers develop their lesson plans, homework should be given adequate consideration. Homework can play different roles in the lesson design. The role of homework in the lesson will impact the task designed. The tighter the correlation between the desired learning outcome and the homework task the greater the impact it will have on learning.

Homework has a long standing history in our educational system. Although research and individual attitudes vary widely regarding its effectiveness, homework can, when used thoughtfully, have a positive impact on learning.