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Graduate Theses and Dissertations
Homework and academic achievement: a meta-analysis examining impact.
Maria N. Stevenson , University of Dayton
Date of Award
Degree name.
Ed.S. in School Psychology
School of Education and Health Sciences
Advisor/Chair
Elana R. Bernstein
Homework has historically played a role in schools, with a specific aim to increase academic performance. However, the debates surrounding this topic are numerous, leaving educators to question the merit of homework and if it really is the best method for improving academic gains outside of the classroom. This study aimed to examine the impact of homework on academic success through a meta-analysis of current research, specifically conducted within the United States. Effect size was used to measure the impact of homework on student learning. Results from this study indicated that homework has a small effect on increasing academic achievement. Results from this study also exposed the limited availability of experimental research that studies the direct impact of homework on academic achievement. This impacted the researcher's ability to adequately calculate effect size comparisons for homework characteristics. This is problematic, as homework is often used as a strategy for closing the achievement gap. Based on these results, educators should closely examine homework policies and practices within their district, as well as examine other strategies for increasing student learning.
Education, Elementary Education, Middle School Education, Secondary Education, Homework and Academic Achievement, Effects of Homework, Traditional Homework v Computer-Based Homework, Impact of Homework on Academic Achievement
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Copyright © 2021, author
Recommended Citation
Stevenson, Maria N., "Homework and Academic Achievement: A Meta-Analysis Examining Impact" (2021). Graduate Theses and Dissertations . 7012. https://ecommons.udayton.edu/graduate_theses/7012
Since March 15, 2022
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Homework and Academic Achievement: A meta-Analytic Review of Research
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Homework and academic achievement: A meta-analytic review of research
The main purpose of this study was to determine the effect of homework assignments on students' academic achievement. This meta-analysis sought an answer to the research question: "What kind of effect does homework assignment have on students' academic achievement levels?" In this research, meta-analysis was adopted to determine the effect of homework assignments on students' academic achievement. The effect sizes of the studies included in the meta-analysis were compared with regard to their methodological characteristics (research design, sample size, and publication bias) and substantive characteristics (course type, grade level, duration of implementation, instructional level, socioeconomic status, and setting). At the end of the research, it was revealed that homework assignments had a small effect size (d = 0.229) on students' academic achievement levels. Lastly, it was seen that there was not a significant difference with regard to the effect sizes of the studies with respect to all variables, except the course type variable in the research.
Related papers
Review of Educational Research, 2006
In this article, research conducted in the United States since 1987 on the effects of homework is summarized. Studies are grouped into four research designs. The authors found that all studies, regardless of type, had design flaws. However, both within and across design types, there was generally consistent evidence for a positive influence of homework on achievement. Studies that reported simple homework–achievement correlations revealed evidence that a stronger correlation existed (a) in Grades 7–12 than in K–6 and (b) when students rather than parents reported time on homework. No strong evidence was found for an association between the homework–achievement link and the outcome measure (grades as opposed to standardized tests) or the subject matter (reading as opposed to math). On the basis of these results and others, the authors suggest future research.
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Homework is the means by which the relationship between home and school is demonstrated and developed, leading to more consistent progress in all aspects of school life. The current research was carried out in Gilgit Baltistan to find out the impact of homework on the academic performance of students at secondary level. The research was observed by teachers of Gilgit Baltistan public schools while 100 teachers were chosen by a random sampling technique as a sample. Questionnaires were as a research instrument. The study found that homework impacts learning for learners, its impact differs with the age of students, and it plays an important role in student achievement. The study proposed that homework should be purposeful, i.e. it should include the introduction of new content, the practise of skills, the creation of any data and the ability for students to explore topics of their own interest.
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Four explanations were tested for why the correlation between homework and achievement is weaker in elementary school than secondary school. Eighty-two teachers answered questions about their homework practices, and their responses were related to their students' achievement test scores. No evidence was found to suggest the weaker correlation in elementary school associated with a restricted variation in amounts of homework in early grades nor that teachers assigned more homework to poor-performing classes. Evidence did suggest that teachers in early grades assigned homework more often to develop young students' management of time, a skill rarely measured on standardized achievement tests. Also consistent with this hypothesis, elementary school teachers were more likely to use homework to review class material and to go over homework in class, while secondary school teachers more often used homework to prepare for and enrich class lessons. Finally, there was weak evidence ...
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The main purpose of this study was to determine the effect of homework assignments on students' academic achievement. This meta-analysis sought an answer to the research question: "What...
This meta-analysis sought an answer to the research question: “What kind of effect does homework assignment have on students’ academic achievement levels?” In this research, meta-analysis was adopted to determine the effect of homework assignments on students’ academic achievement.
This study aimed to examine the impact of homework on academic success through a meta-analysis of current research, specifically conducted within the United States. Effect size was used to measure the impact of homework on student learning.
This meta-analysis sought an answer to the research question: “What kind of effect does homework assignment have on students’ academic achievement levels?” In this research, meta-analysis was adopted to determine the effect of homework assignments on students’ academic achievement.
The main purpose of this study was to determine the effect of homework assignments on students' academic achievement. This meta-analysis sought an answer to the research question: "What kind of effect does homework assignment have on students' academic achievement levels?"
Four explanations were tested for why the correlation between homework and achievement is weaker in elementary school than secondary school. Eighty-two teachers answered questions about their homework practices, and their responses were related to their students' achievement test scores.
association between the homework-achievement link and the outcome measure (grades as opposed to standardized tests) or the subject matter (reading as opposed to math). On the basis of these results and others, the authors suggest future research. Keywords: homework, meta-analysis.
This study conducted a meta-analysis of research on the effect of homework assignments on student academic achievement. The meta-analysis included 88 studies published between 2000-2015 that examined the relationship between homework and achievement test scores or grades.
In the present investigation, we systematically examined previous research on the homework – achievement relationship in math/science. We then described our meta-analysis procedure, presented our analyses and the results of our meta-analysis.
Studies that reported simple homework–achievement correlations revealed evidence that a stronger correlation existed (a) in Grades 7–12 than in K–6 and (b) when students rather than parents reported time on homework.