HOMEWORK What the research says

WHY THIS MEETING?

For effective curriculum change we need:

• Shared understanding of the issues• An agreed purpose and vision• Ownership and control of the change

DEBATES ABOUT HOMEWORK HAVE BEEN AROUND FOR A LONG TIME…

LATE C19-EARLY C20

Homework was controversial: • In 1897 research demonstrated that memorising lists of

words did not improve spelling.• Considered to infringe on parental rights and parental

authority• Disrupted family life and interfered with home duties• Detrimental to good health of students• Prevented engagement in beneficial out of school

activities.

3 Key Questions• Is homework beneficial for student achievement

outcomes?• Does homework help to develop the skills of independent,

self-directed learning in students?• Is parents’ involvement in their childrens’ homework

activities beneficial for achievement, motivation and the development of independent learning skills?

ACTIVITY

Homework and Student Achievement

Read pages 8-10 of the Homework Policy: Research Scan

1. What impact does time spent on homework have on academic improvement (positive and negative effects)

2. What impact does no homework have on student achievement?

3. How does quality of homework impact on achievement?

4. How does homework impact on student achievement at different year levels

5. What are the implications for our school?

IS HOMEWORK BENEFICIAL?(Student achievement outcomes)

Experimental and Correlational Research

“While there is support for the achievement benefits of homework at the senior high school level, and to a considerably lesser extent a the middle school level, there is almost no support for benefits at the primary school level.”

M Horsely and R Walker (2013), Reforming Homework: practices learning and policy, Palgrave Macmillan p24

Experimental and Correlational Research

“…while there is support for homework in the high school context, this support should be tempered by the relatively large number of negative or non-supportive findings and the weak quality of some of the research.”

M Horsely and R Walker (2013), Reforming Homework: practices learning and policy, Palgrave Macmillan p24

DOES HOMEWORK DEVELOP SELF-DIRECTED LEARNING SKILLS?

Common beliefs about homework:• Leads to independent, self-directed and self-regulated

learning• Helps students develop greater sense of own

responsibility for achievement outcomes

There has been little research to support these beliefs

There is clear evidence that:• self-regulated learning skills can be taught• Approriate and explicit classroom teaching can develop

self-regulated learning skills in primary school children• Limited support for view that homework develops self-

regulatory skills and sense or responsibility – Warton (1997)

Warton’s Study:• Australian children in years 2, 4 and 6• Children considered purpose of homework was to learn or

revise.• All children understood they should be responsible for

completing homework.• Younger children more likely to be regulated by parents.• Some support for a developmental progression in

responsibility for homework and transition from regulation to self-regulation.

• Weak support for homework being responsible for developing self-regulating skills.

Conclusions from review of studies into self-regulation and homework • Quality of homework is associated with quantity of

homework completed• Older students more capable of self-regulation but may

engage less with homework ahs motivation decreases.• Older students may consider costs of doing homework

outweigh the benefits.

ACTIVITY

Discuss• Did you learn anything new about homework and student

self regulation?• What are the implications for our school policy?

TO BE CONTINUED…

Next week• How parents help or hinder the success of a homework

program• What are the more effective models of homework• Implications for our homework programs – developing

quality homework tasks.

Further Reading• Homework research scan• Research into parental involvement• Evaluation of the NSW DET homework policy