Does homework improve academic achievement? A synthesis of research 1987-2003

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 co...

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Bibliographic Details
Published inReview of educational research Vol. 76; no. 1; pp. 1 - 62
Main Authors Cooper, Harris, Civey Robinson, Jorgianne, Patall, Erika A
Format Journal Article
LanguageEnglish
Published Thousand Oaks, CA American Educational Research Association 01.03.2006
Sage Publications
Subjects
Academic Achievement
Achievement Gains
Correlation
Correlations
Educational Change
Educational Research
Educational sciences
Einflussfaktor
Elementary school students
Elementary Secondary Education
Empfehlung
Forschungsplanung
Fremdsprachenunterricht
Gewohnheit
Grades (Scholastic)
Hausaufgabe
High school students
Homework
Leistung
Literaturdokumentation
Mathematical data
Mathematics achievement
Mathematics tests
Mathematikunterricht
Meta-analysis
Metaanalyse
Muttersprachlicher Unterricht
Naturwissenschaftlicher Unterricht
Parents
Primarbereich
Research Design
School Administration
Schulleistung
Secondary school students
Sekundarbereich
Standardized Tests
Students
Theories, epistemology
United States
USA
Wirkung
Wirkungsforschung
United States
USA
United States > US
meta-analysis
homework
Secondary School Student
Time
Achievement
Homework
Metaanalysis
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Summary: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. (DIPF/Orig.).
ISSN:0034-6543
1935-1046
DOI:10.3102/00346543076001001