Quality Over Quantity - Elements of Effective Homework
Research shows no clear correlation between the amount of time students spend on homework and academic achievement, especially for elementary school students. For middle and high school students, moderate time spent on homework (1-2 hours) correlates with some improvement, but more time does not necessarily lead to more learning.
Excessive homework can negatively impact student health and wellbeing, depriving them of sleep, play, family time, and reading for pleasure. It can also widen achievement gaps if students lack resources like parental help or technology access.
The quality and purpose of homework assignments matter more than the quantity. Assignments perceived as interesting, relevant, and valuable tend to increase student engagement and learning, while dull or repetitive "busywork" does not.
Homework that requires applying concepts to new contexts is more beneficial than just practicing skills. How homework is graded and monitored also impacts motivation and effort.
Teachers should design purposeful homework, coordinate with other teachers, recommend reasonable time limits, and provide actionable feedback. Parents should provide a supportive environment but avoid excessive editing or completing assignments.
More research is needed accounting for complexities like student skills and resources. But overall, the evidence suggests schools should prioritize homework quality over quantity, and use assignments strategically to supplement in-class learning.
American Federation of Teachers. Assigning Effective Homework
American Federation of Teachers, Washington, DC. This brochure provides guidelines on effective homework and feedback practices. Homework is most effective when it covers material already taught. Homework is most effective when it is used to reinforce skills learned in previous weeks or months. Providing students with specific, timely feedback is essential to learning. Researchers have found that students who received personal, pertinent feedback about their homework errors outperformed students who received only scores on their homework assignments.
Delisio, Ellen R. “Wire Side Chat: Breaking the Homework Habit.”
According to Alfie Kohn, current research shows that homework provides no benefits to younger children and may not even help older children. He argues that homework should be assigned selectively, rather than automatically, and only when necessary. Kohn believes that spending less time on homework gives children more time to learn outside of school. Homework persists due to a lack of understanding about the nature of learning, an emphasis on tougher standards as measured by standardized tests, and a lack of trust in children. Homework cannot reinforce understanding but only make a behavior occur automatically.
Vatterott, Cathy. “Five Hallmarks of Good Homework.”
The best homework tasks exhibit five characteristics: clear academic purpose, efficiently demonstrates student learning, promotes ownership by offering choices and being personally relevant, instills a sense of competence—the student can successfully complete it without help, and aesthetically pleasing. Students must be able to freely communicate with teachers when they struggle with homework, knowing they can admit that they don't understand a task—and can do so without penalty.
“Duke Study: Homework Helps Students Succeed in School, as Long as There Isn't Too Much.”
This article explains there can be a positive impact for student achievement when homework is assigned at the secondary level. There is a limit to the amount of homework and achievement. Too much homework is actually counterproductive.
This article provides effective homework practices for teachers, parents, and students.
Key Lessons: What Research Says about the Value of Homework
How much homework is too much? Not enough? Who should get it? These are just a few of the questions that have been debated over the years. While the research produces mixed results, there are some findings that can help inform decisions about homework.
Homework May Not Be Good for Elementary School Kids
The debate about “how much homework is the right amount of homework” has been raging on and off for over a century. Even in the earliest years of public education, experts could not agree, stating either support of or objection to homework based on how it was valued for academic progress or character building, or how it was affected by issues outside of the teacher’s control.