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Education Endowment Foundation:Homework

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Research analysis: Getting the most out of homework

What does the educational research say about the merits of homework and about how we should be using and setting homework in secondary education? John Dabell takes a look

If you have a spare couple of minutes and you are feeling mischievous then you can quite easily stir up a hornet’s nest by Tweeting about education’s sacred cow – homework. People have strong opinions on this and they do not hold back...

We have a difficult relationship with homework. Teachers, parents and students all have a view on its effectiveness and those views are often highly charged and pull in different directions (Hallam, 2006).

Some say it is a harmful practice that sabotages family life (and it does). Homework is a parental ball and chain that often leads to meltdowns, tears and slammed doors. It can create anxiety, limit learning, overburden and disengage overloaded pupils and can have a negative impact on wellbeing (Kralovec & Buell, 2000). Alfie Kohn (2006) in The Homework Myth thinks schools should set their default policy to “no homework”.

On the other side of the coin, those who back homework argue that it supports learning, practice and rehearsal, personal development, time management skills and preparation for later life.

But homework feeds on myths and things are not black and white. Much of what is said about homework is based on tradition rather than what we know about effective teaching and learning (Vatterott, 2008).

Decisions have to be made based on what the evidence is telling us and whether the claims for or against homework have a sound empirical basis.

What does the research tell us?

Homework has been extensively researched and studies from across the Western world tell us that it has no appreciable impact (low and moderate) on children’s learning and academic achievement and may lead to poorer outcomes overall. Well, in part.

If, however, we look at the Education Endowment Foundation’s (EEF) Teaching and Learning Toolkit evidence summary for secondary homework then we will find that homework is much more effective with older children. It states: “The evidence shows that the impact of homework, on average, is five months’ additional progress.

However, beneath this average there is a wide variation in potential impact, suggesting that how homework is set is likely to be very important. There is some evidence that homework is most effective when used as a short and focused intervention.”

However, the evidence is also clear that homework has zero effect on achievement for under-11s, as Professor John Hattie found in his Visible Learning meta-analysis (2009).

In 2014 in a BBC Radio 4 interview Prof Hattie said: “Homework in primary school has an effect of around zero. In high school it’s larger ... which is why we need to get it right, not why we need to get rid of it.

“Certainly I think we get over obsessed with homework. Five to 10 minutes has the same effect of one hour to two hours. The worst thing you can do with homework is give kids projects. The best thing you can do is to reinforce something you have already learnt.”

If we delve into Prof Hattie’s research a little further it shows that the effect size at primary age is 0.15 and for secondary students it is 0.64 (the average impact being 0.40). This shows that homework for secondary students has an “excellent” effect, if done well.

As always, what is measured has an impact on the scale of the effect and we are dealing with averages here – so some forms of homework are more likely to show an effect than others. And Professor Dylan Wiliam said at a ResearchEd event in 2014 that “most homework teachers set is crap” (YouTube, 2017).

We all know that homework can be token, poorly defined or even given as a punishment. Homework can be a public relations exercise to make a school look good and a crowd-pleaser to keep parents happy.

We also know that unless teachers ensure that the activities set are meaningful and relevant to current learning, they become largely redundant.

In other words, homework can be effective when it is the right type of homework and we should continue setting it (Kelleher, 2017). Indeed, Marzano and Pickering (2007) say that “teachers should not abandon homework, instead, they should improve its instructional quality”.

Homework does serve a purpose but it has to be purposeful. In Prof Hattie’s own words, when homework is not deliberate practice, it is pointless (The Conversation, 2016).

So what can we do?

MacBeath and Turner (1990) suggest a number of sensible and reasonable ideas:

Cathy Vatterott, aka the “Homework Lady”, has suggested that “there is a growing suspicion that something is wrong with homework”. In her book Rethinking Homework (2018), she argues that most teachers have never been properly trained in effective homework practices.

Vatterott has also identified five fundamental characteristics of good homework: purpose, efficiency, ownership, competence, and aesthetic appeal (Vatterott, 2010).

So do we need to turn the age-old concept of homework on its head? Homework clearly needs greater attention and redesigning and that includes what Mark Creasy calls “unhomework” (2014), where children set their own learning and targets for homework and then it is self and/or peer assessed.

Or as Russel Tarr suggests, why not give students a choice, takeaway menu style? He says that “giving students the flexibility to choose the content and/or the outcome of their homework assignments increases engagement and promotes independent learning” (Tarr, 2015).

So assignments following the above suggestions and those found in the EEF’s evidence summary will go a long way to improving the image, intent, implementation and impact of secondary homework.

And finally...

Where effective schools do set homework, they guarantee that is it is in line with their global aims and vision for teaching, learning and assessment. In particular, both the level of challenge and the feedback are considered to ensure that homework promotes a greater love of school and interest in learning.

The Teaching Schools Council’s Effective primary teaching practice report (2016) outlined that schools employing homework successfully are clear about:

Homework does not need to be abandoned but it does need far better management, especially in relation to how we communicate with parents. We need to get it right and start asking whether it is really making any difference.

John Dabell is a teacher, teacher trainer and writer. He has been teaching for 25 years and is the author of 10 books. He also trained as an Ofsted inspector. Visit www.johndabell.com and read his previous best practice articles for SecEd via http://bit.ly/2gBiaXv

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NEWS • 13 May 2022

Primary school children get little academic benefit from homework

Paul Hopkins , Lecturer and Researcher in Education, on the usefulness of homework for primary school pupils.

Homework: a word that can cause despair not just in children, but also in parents and even teachers. And for primary school children at least, it may be that schools setting homework is more trouble than it’s worth.

There is evidence that homework can be useful at secondary school. It can be used to consolidate material learnt in class or to prepare for exams.

However, it is less clear that homework is useful for children at primary school (ages 5 to 11) or in early years education (ages 3 to 5).

What is homework for?

There are no current guidelines on how much homework primary school children in England should be set. In 2018 then education secretary Damien Hinds stated that “We trust individual school head teachers to decide what their policy on homework will be, and what happens if pupils don’t do what’s set”.

While there is not much data available on how much homework primary school pupils do, a 2018 survey of around 1,000 parents found that primary pupils were spending an average of 2.2 hours per week on homework.

The homework done by primary school children can include reading, practising spellings, or revising for tests. Charity the Education Endowment Foundation suggests that the uses for homework at primary school include reinforcing the skills that pupils learn in school, helping them get ready for tests and preparing them for future school lessons.

Homework can also act as a point of communication between home and school, helping parents feel part of their child’s schooling.

However, the 2018 Ofsted Parents’ Panel – which surveyed the views of around 1,000 parents in England on educational issues – found that 36% of parents thought that homework was not helpful at all to their primary school children. The panel report found that, for many parents, homework was a significant source of stress and negatively affected family life.

Little academic benefit

Not much academic research has been carried out on the impact of homework for children in primary school. The available meta-studies – research that combines and analyses the findings of a number of studies – suggest that homework has little or no positive benefit for the academic achievement of children of primary school age. A central reason for this seems to be the inability of children to complete this homework without the support provided by teachers and the school.

Some research has suggested that primary pupils lack the independent study skills to do homework, and that they are not able to stay focused on the work.

What’s more, homework may actually have a negative effect if parents set unrealistic expectations, apply pressure or use methods that go counter to those used at school.

Homework may also increase inequalities between pupils. High achievers from economically privileged backgrounds may have greater parental support for homework, including more educated assistance, higher expectations and better settings and resources.

However, it is possible that setting homework for primary school children has benefits that cannot be easily measured, such as developing responsibility and independent problem-solving skills. It could also help children develop habits that will be useful in later school life.

A common task set for homework in primary schools is for children to read with their parents. There is some evidence that this has a positive impact as well as providing enjoyment, but the quality of interaction may be more important than the quantity.

If the purpose of homework is to develop the relationship between home and school and give parents more stake in the schooling of their children then this may well be a positive thing. If this is its purpose, though, it should not be used as a means to improve test scores or school performance metrics. For the youngest children, anything that takes time away from developmental play is a bad thing.

Rather, any homework should develop confidence and engagement in the process of schooling for both children and parents.

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The Great British Homework Debate 2023 – Is It Necessary At Primary School?

Alexander Athienitis

The homework debate is never much out of the news. Should homework be banned? Is homework at primary school a waste of time? Do our children get too much homework?

Not long ago, UK-based US comedian Rob Delaney set the world alight with a tweet giving his own personal view of homework at primary school. We thought, as an organisation that provides maths homework support on a weekly basis, it was time to look at the facts around the homework debate in primary schools as well as, of course, reflecting the views of celebrities and those perhaps more qualified to offer an opinion!

This article is part of our series designed for teachers to inform their mathematical subject knowledge, and for parents to help support children with home learning . More free home learning resources are also available.

Here’s how Rob Delaney kicked things off

Gary Lineker leant his support with the following soundbite:

And even Piers Morgan weighed in, with his usual balance of tact and sensitivity:

Piers Morgan had more to say on the homework debate

A very experienced and knowledgeable Headteacher, Simon Smith, who has a well-earned following on Twitter (for someone working in education, not hosting Match of the Day) also put his neck on the line and, some might think controversially, agreed with the golden-heeled Crisp King of Leicester…

Simon Smith (Headteacher)'s Tweet On The Homework Debate

Fortunately Katharine Birbalsingh, Conservative Party Conference keynote speaker and Founding Headteacher of the Michaela School, was on hand to provide the alternative view on the importance of homework. Her op-ed piece in the Sun gave plenty of reasons why homework should not be banned.

She was informative and firm in her article stating: “Homework is essential for a child’s education because revisiting the day’s learning is what helps to make it stick.”

Katharine Birbalsingh, Headteacher, Michaela Community School waded in on the homework debate too.

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How much homework do UK primary school children get?

Sadly, there’s little data comparing how much homework primary school-aged children in the UK and across the globe complete on a weekly basis. A study of teenagers used by The Telegraph shows that American high-schoolers spend an average of 6.1 hours per week compared with 4.9 hours per week of homework each week for UK-based teens.

Up until 2012, the Department of Education recommended an hour of homework a week for primary school Key Stage 1 children (aged 4 to 7) and half an hour a day for primary school Key Stage 2 children (aged 7-11). Many primary schools still use this as a guideline.

Teachers, parents and children in many schools across the land have seen more changes of homework policy than numbers of terms in some school years.

A ‘no-homework’ policy pleases only a few; a grid of creative tasks crowd-sourced from the three teachers bothered to give their input infuriates many (parents, teachers and children alike). For some parents, no matter how much homework is set, it’s never enough; for others, even asking them to fill in their child’s reading record once a week can be a struggle due to a busy working life.

Homework is very different around the world

We’d suggest that Piers Morgan’s argument for homework in comparing the UK’s economic and social progress with China’s in recent years based on total weekly homework hours is somewhat misguided – we can’t put their emergence as the world’s (if not already, soon to be) leading superpower exclusively down to having their young people endure almost triple the number of hours spent completing homework as their Western counterparts.

Nonetheless, there’s certainly a finer balance to strike between the 14 hours a week suffered by Shanghainese school-attendees and none whatsoever. Certainly parents in the UK spend less time each week helping their children than parents in emerging economies such as India, Vietnam and Colombia (Source: Varkey Foundation Report).

Disadvantages of homework at primary school

Delaney, whose son attends a London state primary school, has made it plain that he thinks his kids get given too much homework and he’d rather have them following more active or creative pursuits: drawing or playing football. A father of four sons and a retired professional footballer Gary Linaker was quick to defend this but he also has the resources to send his children to top boarding schools which generally provide very structured homework or ‘prep’ routines.

As parents Rob and Gary are not alone. According to the 2018 Ofsted annual report on Parents Views more than a third of parents do not think homework in primary school is helpful to their children. They cite the battles and arguments it causes not to mention the specific challenges it presents to families with SEND children many of whom report serious damage to health and self-esteem as a result of too much or inappropriate homework.

It’s a truism among teachers that some types of homework tells you very little about what the child can achieve and much more about a parent’s own approach to the work. How low does your heart sink when your child comes back with a D & T project to create Stonehenge and you realise it’s either an all-nighter with glue, cardboard and crayons for you, or an uncompleted homework project for your child!

This tweet on the homework debate showed off the fun side of primary homework

Speaking with our teacher hats on, we can tell you that homework is often cited in academic studies looking at academic progress in primary school-aged children as showing minimal to no impact.

Back on Twitter, a fellow teacher was able to weigh-in with that point:

Benefits of homework at primary school

So what are the benefits of homework at primary school? According to the Education Endowment Foundation (EEF) (the key research organisations dedicated to breaking the link between family income and educational achievement) the impact of homework at primary is low, but it also doesn’t cost much.

They put it at a “+2 months” impact against a control of doing nothing. To put this into context, 1-to-1 tuition is generally seen as a +5 months impact but it’s usually considered to be expensive.

“There is some evidence that when homework is used as a short and focused intervention it can be effective in improving students’ attainment … overall the general benefits are likely to be modest if homework is more routinely set.”

Key to the benefit you’ll see from homework is that the task is appropriate and of good quality. The quantity of homework a pupil does is not so important. In this matter Katharine Birbalsingh is on the money. Short focused tasks which relate directly to what is being taught, and which are built upon in school, are likely to be more effective than regular daily homework.

In our view it’s about consolidation. So focusing on a few times tables that you find tricky or working through questions similar to what you’ve done in class that day or week often can be beneficial. 2 hours of worksheets on a Saturday when your child could be outside having fun and making friends probably isn’t. If you really want them to be doing maths, then do some outdoor maths with them instead of homework !

At Third Space Learning we believe it’s all about balance. Give the right sort of homework and the right amount at primary school and there will be improvements, but much of it comes down to parental engagement.

One of our favourite ways to practise maths at home without it become too onerous is by using educational games. Here are our favourite fun maths games , some brilliant KS2 maths games , KS1 maths games and KS3 maths games for all maths topics and then a set of 35 times tables games which are ideal for interspersing with your regular times tables practice. And best of all, most of them require no more equipment than a pen and paper or perhaps a pack of cards.

Homework and parents

One of the key benefits cited by EEF is in regard to parental engagement. Time after time, the greatest differentiator between children who make great progress at school – and those, frankly – who don’t is due to the same factor in the same studies: parental engagement .

It is a fair assumption that if a parent is engaged in their child’s learning, they’re probably going to be the same parents who encourage and support their child when they’re completing their homework.

Whereas parents who are disengaged with their child’s school and schooling – for whatever reason (sorry, Piers, it’s rarely due to laziness), are highly unlikely to be aware of what homework gets set each week, let alone to be mucking in with making sure it gets handed in completed and on time.

We also encounter time and again, the issue of parents’ own lack of confidence in maths. A survey by Pearson found that:

Setting the right homework at primary school can be tricky

Although we disagree with Piers, we can see what he may be driving at in terms of setting appropriate homework.

Piers Morgan had strong opinions on the homework debate

The question quickly becomes what would Piers think of as being ‘interesting’ homework, and if all four of his children would agree upon the same thing being ‘interesting’.

That’s the problem.

One would imagine Piers would find it hard enough finding one task to satisfy the interest of all of his four children – it’s almost impossible to find a task that will engage the interest of 30 or more children in their out of school hours.

Each with different emotional, behavioural and learning needs, then sprinkle in the varying levels of poverty each family suffers (be it financial or in terms of time), and you can see how it isn’t just about being a good or bad teacher – whatever that means – in regards to being able to set Morgan-approved homework tasks.

What does this mean for my child?

Ultimately, the question at the top of mind whenever a parent thinks about homework is a more general one – am I doing the best for my child?

Although the world is changing at a faster pace than ever before in human history, what’s best for children hasn’t changed that much (if at all).

One-to-one support is best, and young people benefit most from adult-child conversations where they acquire new vocabulary and language structures to form and share their thoughts and opinions.

These insights – that one-to-one support is best and that regular, structured adult-child conversations are life-changing within a child’s development – are what inspired us to create Third Space Learning.

A platform where children can engage with a community of specialist tutors in a safe, structured learning environment where they are able to engage in one-to-one conversations that enable them to progress in their learning with confidence.

Online 1-to-1 maths lessons trusted by schools and teachers Every week Third Space Learning’s maths specialist tutors support thousands of primary school children with weekly online 1-to-1 lessons and maths interventions . Since 2013 we’ve helped over 130,000 children become more confident, able mathematicians. Learn more or request a personalised quote to speak to us about your needs and how we can help.

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Privacy Overview

by Huntington Research School on the 10th November 2017

“ Most homework teachers set is crap.” Dylan Wiliam, ResearchEd 2014 .

The subject of homework inspires strong opinions. Teachers, parents and students themselves all have a view on the matter and those views are often diametrically opposed. Dylan Wiliam , back in 2014 , shared a very strong opinion that didn’t exactly condemn the evidence and action related to homework to the dustbin, but he poked a gaping hole into our every assumption about homework and its impact.

At Huntington School, we battled with the issues and surveyed the best available evidence, from the EEF Toolkit ( Secondary and Primary – note the crucial differences here: homework is much more effective with older children), to specific recent studies on homework (this one via Dan Willingham ). The IEE ‘ Best Evidence in Brief ‘ newsletter has done a great job of collating homework research HERE . Certainly, knowing the evidence base can help our decision-making, though it is of course a little more complicated than that.

So What Does The Evidence Say?

Homework (or home learning, or “ extended learning” as we relabelled it at Huntington) is seemingly most effective when it involves practice or rehearsal of subject matter already taught. Students should not typically be exposed to new material for their home learning, unless they are judged more expert learners. Complex, open ended homework is often completed least effectively; whereas, short, frequent homework, closely monitored by teachers is more likely to have more impact. This could include summarising notes; using graphic organisers to recast classroom materials; guided research; exam question practise; guided revision etc.

Home learning is proven to be more effective with older students than their younger counterparts. This is typically because they are more able to self-regulate their learning and they have more background knowledge to draw upon. For similar reasons, high ability students typically benefit more from home learning than low ability students.

Teacher scaffolding is essential to guide effective home learning. Parental involvement is desirable, but it should not be essential, otherwise the nature of the task is likely too complex for successful completion.

What Makes Home Learning Effective?

Cathy Vatterott ( 2010 ) identified five fundamental characteristics of good homework: purpose, efficiency, ownership, competence, and aesthetic appeal.

We should pose ourselves some tricky questions:

Maybe Wiliam is right and that regardless of the evidence, too much of the homework we set is just crap! The challenge is certainly a healthy one given the cost in terms of time for all involved. We should expect that every teacher and school leader understands the nuanced evidence that attends homework, with the differences that relate to individuals, groups and students of very different ages and stages of development. We will still be left with tricky decisions and no little disagreement, but we will be better off having tackled the issue properly.

If you want to read more about the evidence that attends homework, then try the following:

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Mother supervising children doing homework

Primary school children get little academic benefit from homework

Lecturer and Researcher in Education, University of Hull

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There is evidence that homework can be useful at secondary school . It can be used to consolidate material learnt in class or to prepare for exams.

However, it is less clear that homework is useful for children at primary school (ages 5 to 11) or in early years education (ages 3 to 5).

What is homework for?

Homework can also act as a point of communication between home and school, helping parents feel part of their child’s schooling.

Little academic benefit

Not much academic research has been carried out on the impact of homework for children in primary school. The available meta-studies – research that combines and analyses the findings of a number of studies – suggest that homework has little or no positive benefit for the academic achievement of children of primary school age . A central reason for this seems to be the inability of children to complete this homework without the support provided by teachers and the school.

Some research has suggested that primary pupils lack the independent study skills to do homework, and that they are not able to stay focused on the work.

What’s more, homework may actually have a negative effect if parents set unrealistic expectations, apply pressure or use methods that go counter to those used at school.

Rather, any homework should develop confidence and engagement in the process of schooling for both children and parents.

Primary school

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What is the point of homework and should schools set it?

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How Helpful is Homework?

Some schools have started banning homework. Given the time it takes for students to do homework, as well as the time it takes for teachers to mark it, the question we should all be asking is: how much impact does homework actually have?

This also leads to some follow-up questions: is more homework always better? Should students do their homework alone or with the help of a parent? And does homework impact students of different ages the same way?

To find the answers to these interrogations and suggestions as to what teachers should do, we had a look at the latest research on the subject…

Book Interleaving, Spacing and Dual Coding Workshop

The Benefits of Homework

Researchers have examined the homework habits of nearly 8,000 students. Here are the highlights from their findings:

Is it about Quantity, Quality, or Both?

A large scale review found that 35% of homework experiences were negative. Why might that be the case? With 1 in 10 children stating in a world-wide study that they have multiple hours of homework per night, this may be caused by the amount of work taking up their time. Students in China seem to get the most homework, with the average student being set 14 hours per week. As a point of comparison, the average in the UK is about 5 hours.

For schools wanting to enhance their students’ well-being, it might be worth taking a look at the amount of homework students complete in a week and adjusting this to give them some time to breathe and relax.

Emerging evidence also suggests that homework is much more helpful for secondary students than primary students. The Education Endowment Foundation report that homework is worth only an additional 2 months progress for primary students, compared to 5 months for secondary students. They also conclude that, for primary school students, it is more about the quality of the task they’re given than the quantity. You can read the full report here .

While 2 months is obviously not to be sniffed at, the added progress from homework is considerably lower for younger pupils than it is for secondary students. This suggests that primary school teachers may want to consider focusing on high-quality tasks for their students to complete as opposed to more homework just for the sake of it.

Putting the 'Home' in 'Homework'

It is important to emphasise the ‘home’ aspect of ‘homework’. Evidence suggests that parents having clear homework rules for their children is one of the most powerful things they can do to assist their child’s academic development. In addition, making sure they explain why these rules are in place can help pupils eventually make better decisions regarding their independent study time later in their school career.

However, despite it sounding counter-intuitive, it was found that parents supervising their child’s homework does not have a significant impact on grades. In fact, in many cases these students do worse compared to those who did their homework by themselves. This does not help the child learn more or improve their attitude towards learning. Helping their child develop healthy and consistent routines is the best way for parents to help their child thrive at school .

Final Thought

The debate about homework should be set will continue to rage for many years. Unfortunately, this argument is often framed around the amount of homework students have to complete, rather than its quality or the environment in which it is completed.

What is undeniable is that homework becomes more important as students progress through education. As well as setting the right amount (probably between an hour and 90 minutes a night), teachers should be encouraged to set homework that is both regular and high in quality. Parents can also help by setting clear homework rules and encouraging students to do it themselves, so as to enhance their understanding, learning and resilience.

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COMMENTS

Homework
Pupils eligible for free school meals typically receive additional benefits from homework. However, surveys in England suggest that pupils from disadvantaged
Research analysis: Getting the most out of homework
What does the research tell us? ... Homework has been extensively researched and studies from across the Western world tell us that it has no
Homework: a review of recent research
10 Findings from research into homework: a model ... a third of the studies were carried out in the UK (mainly in England). The review also included
Primary school children get little academic benefit from homework
The available meta-studies – research that combines and analyses the findings of a number of studies – suggest that homework has little or no
The Great Homework Debate In Primary Schools 2023
Sadly, there's little data comparing how much homework primary school-aged children in the UK and across the globe complete on a weekly basis. A study of
Homework: What Does the Evidence Say?
The subject of homework inspires strong opinions. Teachers, parents and students themselves all have a view on the matter and those views
Primary school children get little academic ...
The available meta-studies – research that combines and analyses the findings of a number of studies – suggest that homework has little or no
What is the point of homework and should schools set it?
The research on homework since the 19th century in the United Kingdom (UK) ... The study worked with six secondary schools in one town over a fixed time
How Helpful is Homework?
Recent research sheds a light on the impact that homework actually has, how much is ... As a point of comparison, the average in the UK is about 5 hours.
The role of homework
Homework develops study habits and independent learning. It also encourages learners to acquire resources such as dictionaries and grammar reference books.