Homework

What research

says about the value

of homework

Does homework affect student learning?Consider the following ideas:

0Homework increases academic achievement0Without excessive homework, students’ test

scores will not be internationally competitive0Those who question homework want to

weaken curriculum and pander to students’ laziness

A Brief History of the HW Debate

0Late 1800s to 1940s: Progressive and health reforms led to criticism of HW

0Cold War period: Competition with the Soviet Union led to more support of HW

0Vietnam Era: Decline in Support01980s and 1990s: Educational excellence movement

brought back support0Recent decades: Support and research varies

What Does the Research Say?

Does homework affect student learning?

0Older students benefit more0Students from low-income may not benefit as much 0Students with learning disabilities benefit under

certain conditions0Asian Americans benefit more than other ethnic

groups0HW may have non-academic benefits –

responsibility, study habits, time management

Synthesis Study FocusNumber of Effect Sizes

Average Percentile Gains

Graue, Weinstein, &Walberg, 19831

General effects of homework

29 .49 19

Bloom, 1984 General effects of homework

— .30 12

Paschal, Weinstein, & Walberg, 19842

Homework versus no homework

47 .28 11

Cooper, 1989a Homework versus no homework

20 .21 8

Hattie, 1992; Fraser, Walberg, Welch, & Hattie, 1987

General effects of homework

110 .43 17

Walberg, 1999 With teacher comments

2 .88 31

Graded 5 .78 28Cooper, Robinson, & Patall, 2006

Homework versus no homework

6 .60 23

Note: This figure describes the eight major research syntheses on the effects of homework published from 1983 to 2006 that provide the basis for the analysis in this article. The Cooper (1989a) study included more than 100 empirical research reports, and the Cooper, Robinson, and Patall (2006) study included about 50 empirical research reports. Figure 1 reports only those results from experimental/control comparisons for these two studies.

1 Reported in Fraser, Walberg, Welch, & Hattie, 1987.2 Reported in Kavale, 1988.

FIGURE 1. Synthesis Studies on Homework

How much time should students spend on homework?

0Too much HW may diminish its effectiveness0The amount of HW completed by students is

more important than the amount assigned0After-school and tutoring programs can

improve behavior and motivation, but not necessarily academic achievement

What types of homework are effective?

0Practice HW0Preparation HW0Extension HW0Integration HW0Other – personal development, student-

parent communication, peer interaction0Very little research exists on connections

between specific kinds of HW and student achievement

What does it mean for us as teachers?

Some research-based HW Guidelines:0Assign Purposeful HW:

0 New content0 Practicing skills0 Deepen knowledge0 Explore interests

0Maximize chances for completion0Assign an appropriate amount0Research varies on whether teachers should comment

on or grade every HW assignment

0 “Educators should combine research-based generalizations, research from related areas, and their own professional judgment based on firsthand experience to develop specific practices and make adjustments as necessary…Educators can develop the most effective practices by observing changes in the achievement of the students with whom they work every day.”

--Robert J. Marzano and Debra J. Pickering

For small-group discussion1)Why do you assign HW?2)How does it assist you in

assessing students?3)How do you think it

assists students’ learning?