Students' Achievement and Homework Assignment Strategies

• Published in: Frontiers in psychology Vol. 8; p. 286
• Main Authors: Fernández-Alonso, Rubén, Álvarez-Díaz, Marcos, Suárez-Álvarez, Javier, Muñiz, José
• Format: Journal Article
• Language: English
• Published: Switzerland Frontiers Media S.A 07.03.2017
• Subjects: Psychology; adolescents; equity; compulsory secondary education; hierarchical modeling; homework time
• ISSN: 1664-1078; 1664-1078
• DOI: 10.3389/fpsyg.2017.00286

The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents ( = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall.