Literature Review: Assigned Homework in Young Children

 

Becky Workman

School of Education, Liberty University

 

 

 

 

 

 

 

 

Author Note

Becky Workman

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Becky Workman. Email: rebajack@gmail.com

 

 

 

 

Abstract

Assigned homework in elementary school is designed to connect home life and the classroom for students. It is a an old practice that has been debated for decades. Seasoned teachers and parents experience problems with homework with young students: it requires a lot of time at home from parents and students, it causes conflict and stress, and it may not provide real academic gains in student succeses. Using elementary school students, teachers, parents as participants, this problem has been investigated though various quantitative, qualitative, and mixed-methods approach studies. Researchers collected and analyzed data through interviews, surveys, and test scores to determine the effectiveness of homework in academic achievement, benefits and risks. 

Findings show homework has little to no effect on elementary students’ success, homework causes stress between school and familes, and homework may contribute to educational inequality. More research must be done to support this time consuming practice.

Keywords: homework, stress, parental help-giving, academic achievement, student academic achievement, educational inequality

 

 

 

 

 

 

 

 

Introduction

Assigned student homework has been a debate for decades and it should be further researched if educators are to continue with the practice. Is homework beneficial to student learning? Could it be harmful to students? 

The historical role and impact of homework lies in the partial understanding of many educational debates. These include the expectation that homework is a way for parents to support their children’s academic achievement, and the belief that homework improves academic achievement. These ideas are extrapolated from ‘high performing” countries where high levels of homework are a cultural tradition. But, this extrapolation also gives teachers mixed messages about homework because some high performing Asian countries assign large amounts of homework, while others such as Finland offer no homework in the elementary years (Medwell & Wray, 2018).

When closely examining current literature about the topic, strong themes emerge. First, there is little imperical evidence that the amount of time spent doing homework is related to academic achievement (Dolean & Lervag, 2021; Jerrim et al., 2019; Jerrim et al., 2020; Tam et al., 2023). Second, homework can cause conflict and tension among teachers, parents and students (Grinshtain & Harpaz, 2021; Tam et al., 2023). Third, many parental factors are connected to homework success (McCrory Calarco et al., 2022; Womack & Johnson, 2021; Wu et al., 2022). Fourth, parents have different levels of involvement with homework and their role in homework is often unclear (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Sayers et al., 2020; Womack & Johnson, 2021; Wu et al., 2022). Lastly, educators are concerned with the student inequality that assigned homework can contribute to (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Medwell & Wray, 2018; Womack & Johnson, 2021). Current literature highlights the need for more studies to be done to support the ongoing student assigned homework if it is to be beneficial to student success.

Key Terms

To understand the problem and discussion about assigned homework in young students, one must understand a few key terms. First, homework is been part of the learning and teaching process for decades and is defined as “tasks assigned to students by schoolteachers menat to be arried out during noninstructional time, as an integral part of the learning process (Kukliansky et al., 2016, p. 229 as cited in Grinshtain & Harpaz, 2021). Second, stress is a feeling of emotional or physical tension that can come from an event or thought that makes one feel frustrated, angry or nervous. It is also a body’s reacton to a challenge or demand (MedlinePlus, 2016). Third, parental help-giving refers to parents as central to students’ success in coping with and preparing homework Moroni et al., 2015, as cited in Grinshtain & Harpaz, 2021). Fifth, student academic achievement refers to performance outcomes that indicate the extent to which a student has accomplished specific goals that were the focus of instructional environments such as school (Ricarda et al., 2014). Lastly, educational inequality is a major global crisis usually defined as the unequal distribution of educational resources among different groups in society (Frey, 2022). 

Review of Literature

Since the practice of homework has been a debate for decades, many researchers have examined the topic. Although mixed results are found, there are five general themes which emerge throughout current literature on assigned homework in young students. First, there is little imperical evidence that the amount of time spent doing homework is related to academic achievement (Dolean & Lervag, 2021; Jerrim et al., 2019; Jerrim et al., 2020; Tam et al., 2023). Second, homework can cause conflict and tension among teachers, parents and students (Grinshtain & Harpaz, 2021; Tam et al., 2023). Third, many parental factors are connected to homework success (McCrory Calarco et al., 2022; Womack & Johnson, 2021; Wu et al., 2022). Fourth, parents have different levels of involvement with homework and their role in homework is often unclear (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Sayers et al., 2020; Womack & Johnson, 2021; Wu et al., 2022). Lastly, educators are concerned with the student inequality that assigned homework can contribute to (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Medwell & Wray, 2018; Womack & Johnson, 2021).

Most current literature finds little imperical evidence that the amount of time spent doing homework is related to academic achievement (Dolean & Lervag, 2021; Jerrim et al., 2019; Jerrim et al., 2020; Tam et al., 2023). Some literature points to homework having benefits in one subject, but not another. One quantitative study aimed at determining whether the amount of homework assigned can impact the academic performance of young students. The researchers randomly distribued 440 second grade students from six different schools who were all at or above grade level into thee different groups, each group given different amounts of homework for 20 days. Their results showed that homework had positive effects on writing but not in math. 

The study involved 440 second grade students in six different schools who were all at or above grade level. The students were randomly distributed into three different group, each group given different amounts of homework for 20 days. The results showed positive effects on writing but not in math (Dolean & Lervag, 2021). Another quantitative study aimed at determining the relationship between homework time and academic performance in elementary students used the twin-fixed approach to examine 609 students in Spain. Researchers examined the effects of homework on language and math and found it was not associated with students’ academic achievement (Jerrim et al., 2019). Researchers have investigated the relationship between time spent upon homework and children’s outcomes cross-culturally, across 24 countries. In this quantitative study, data was drawn from reading, math and science standardized assessments. Fourth grade students, their teachers, and their parents completed background questionaires, indicating the amount of assigned homework. The study used a student fixed-effects approach, highlighting differences in homework time amongst the same student across different school subjects. Results again showed little evidence that the amount of homework time elementary children are assigned is related to academic performance (Jerrim et al., 2020).  As one can see from current literature, the homework debate is global issue. Researchers have studied this issue in many countries cross-culturally, and their findings are all similar; homework has little to no effect on student achievement in young children. The wide array of cultures examined in these examples contributes to the validity of the findings (Ary et al., 2019, p. 120). 

Another theme in current literature about homework assigned to young students is homework can cause conflict and tension among teachers, parents and students (Dolean & Lervag, 2021; Grinshtain & Harpaz, 2021; Tam et al., 2023). Grinshtain and Harpaz’s (2021) qualitative study highlighted parents’ engagement in their children’s homework. The researchers interviewed 24 parents and teachers from Jewish and Arab rural elementary schools, coded and analyzed the data, and found that homework increases tension and conflict between teacher, parents, and children. (Grinshtain & Harpaz, 2021). One mixed method study in Hong Kong examined the impact of engaging in self-directed leisure activies during a homework-free holdiday on elementary school children. Researchers examined the student’s experiences, as well as the project’s impact on holiday satisfaction, homework attitudes and self-directed outcomes. Over 1000 elementary age students were interviewed through pre- and post-holiday surveys and compared with control-group comparisons. Findings from the study indicated that students who undertook self-directed leisure activities over a homework-free holiday improved their agency thinking and academic competence while also becoming less likely to see homework as meeting their immediate learning needs (Tam et al., 2023). Researchers Dolean & Lervag (2021) found that several elementary schools across the U.S. have started adopting a no homework policy because “large amounts of homework can be a significant source of stress for students, depreiving them of quality time spend doing enjoyable activities with family and friends” (Galloway et al., 2013; Katz et al., 2012; Pressman et al., 2015, as cited in Dolean & Lervag, 2021). The stress, tension and conflict that homework can cause between teachers, parents and students has many negative effects and is ample reason more research is needed on homework in young students if the practice is to continue.

Many authors of current literature agree that parental factors effect young students’ homework  (McCrory Calarco et al., 2022; Womack & Johnson, 2021; Wu et al., 2022). One quantitative study involving 483 American parents of elementary school children examined parents’ involvement in math homework and activities. Parents reported on their math helping self-efficacy and their involvement in their children’s math homework and activities daily for 12 days. One year later, children’s math motivation and achievement were assessed. Findings from this study showed that parents involvement in homework (vs. activities) was more affectively negative, especially with parents low in self-eficacy. From this study, one can conclude that parents’ math self-efficacy is a factor in the effectiveness of homework positively effecting young students academic achievement (Wu et al., 2022). One longitudinal ethnographic study which examined how teachers account for homework-related inequalities followed 100 students at an American suburban public school. Through observations, interviews and data coding and analysis, researchers found that social inequalities such as socioeconomic status and race effect the support that young students receive with their homework and increase the educational inequality gap for students. The authors suggest that while shools and teachers alone may not unable to fix social inequalities, they should avoid making them worse (McCrory Calarco et al). While some may not classify socioeconomic status and race as parental factors, they are factors given to children by their parents, and therefore have been classified as parental factors in this literature review for that reason. In another quantitative study, researchers examined the factors associated with higher levels of homework involvement with students with an IEP. The study aimed to assess how a child’s IEP status, parents’ demographic characteristics, school-level variables, and parents’ expecations predicted parents’ odds of helping their child with homework. By collecting and analyzing data from a survey invovling 14,075 participants in all 50 states, researchers concluded that parents’ race and income, in addition to school communication, parent satisfaction, and the interaction between a child’s IEP status and parents’ expectations, predicted parents’ chance of involvement in their child’s homework (Womack & Johnson, 2021). Based on the assumption that students with IEPs need parental help with homework more than the average student, and also that most young students need some level of parental help with their homework, one could easily apply the findings from this study to all young elementary age students and assume that these parental factors effect all young students’ homework and academic achievement.

Another theme throughout current literature is parents have different levels of involvement with homework and their role in homework is often unclear (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Sayers et al., 2020; Womack & Johnson, 2021; Wu et al., 2022). One qualitative study that explored parents’ engagement in their children’s homework by studying 24 participants from Jewish and Arab rural elementary schools found three themes apparent regarding parental help-giving with homework: parent as reminder, parent as partner, and parent as student (Grinshtain & Harpaz, 2021). Researchers in a cross-cultural qualitative study in Sweden and England interviewed 40 first grade teachers from diverse schools ranging in professional experience to examine cross-cultural themes about teachers’ views on the role of parents in the completion of homework. Their findings showed Swedish teachers believe that parents have a limited role with supporting their children’s homework completion whereas the English teachers expect parents to support their children’s homework-related activites. This study shows how teachers’ views are derived from cultural constructs of common sense (Sayers et al., 2020). From both of these studies, it is apparent that there is a lot of confusion for both parents and teachers on what a parent’s role is in the homework help-giving process. 

Lastly, educators are concerned with the student inequality that assigned homework contributes to (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Medwell & Wray, 2018; Womack & Johnson, 2021). Researchers McCroy Calarco et al (2022) found through their qualitative study which examined teachers’ views about and practices in homework in elementary schools that teachers are concerned about the possible affects of homework on educational inequality (McCrory Calarco et al., 2022). Another quantitative study in England which examined teachers’ views about and practices in homework in elementary schools by interviewing 235 elementary teachers. Their findings showed that teachers are concerned about the possible affects of homework on educational inequality. They found that teachers’ most important reason for giving elementary students homework was to create a partnership with parents, and that the expectation for homework was set by both sides, the parents and the teachers (Medwell & Wray, 2018). Old practices, such as homework, often treat “inequalities in students’ performance as a function of differences in students’ motivation, effort, and ability rather than as the product of structural inequalities in students’ lives” (McCrory Calarco et al., 2022). Literature clearly highlights that the educational equality gap is only exasperated by the aged old practice of assigned homework with elementary students. Research shows that although teachers have good motives for assigning homework, (Medwell & Wray, 2018), it has negative effects on young students’ educational equality. 

Conclusions

In conclusion, the aged old practice of assigned student homework has been a debate for decades. It is an expectation among teachers and parents alike. When one closely examines current literature about the topic, strong themes regarding the impact of homework on young students which cause one to question why teachers still assign homework to young students. There is little to no imperical evidence that the amount of time spent doing homework is related to academic achievement (Dolean & Lervag, 2021; Jerrim et al., 2019; Jerrim et al., 2020; Tam et al., 2023). Homework can cause conflict and tension among teachers, parents and students (Grinshtain & Harpaz, 2021; Tam et al., 2023). Many parental factors, which a young student has no control over, are connected to homework success (McCrory Calarco et al., 2022; Womack & Johnson, 2021; Wu et al., 2022). Parents engage in different levels of homework involvement and their role in homework is often confusing (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Sayers et al., 2020; Womack & Johnson, 2021; Wu et al., 2022). Educators are concerned with the student inequality that assigned homework contributes to (Grinshtain & Harpaz, 2021; McCrory Calarco et al., 2022; Medwell & Wray, 2018; Womack & Johnson, 2021). One can see that the parental factors such as SES, race and culture and confusion on help-giving expectation of parents are all large factors in homework success for young students, and all aspects that young students have no control over. These parental factors contribute to the educational inequality gap; a current global crisis. 

Current literature highlights the need for more studies to be done to support the ongoing student assigned homework if it is to be beneficial to student success and if educators are to continue with the practice. Gaps in literature are present in research on how academic performance might improve if young students time were spent engaged in other interactive afterschool activities instead of assigned homework. Current research show that homework doesn’t positively effect young students academic success (Dolean & Lervag, 2021), so to take that research further, a future study should include an indepth examination of how academic performance might be effected when young students replaced the time they would have spent on homework with other interactive activies such as games, musical lessons, exercise, and play.  

 

 

 

 

 

 

 

 

 

References

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Frey, D. S. (2022, April 14). Why Is Education So Important in The Quest for Equality? MAHB. https://mahb.stanford.edu/blog/why-is-education-so-important-in-the-quest-for-equality/

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Jerrim, J., Lopez‐Agudo, L. A., & Marcenaro‐Gutierrez, O. D. (2019). The relationship between homework and the academic progress of children in Spain during compulsory elementary education: A twin fixed‐effects approach. British Educational Research Journal, 45(5), 1021–1049. https://doi.org/10.1002/berj.3549

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McCrory Calarco, J., Horn, I. S., & Chen, G. A. (2022). “You Need to Be More Responsible”: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities. Educational Researcher, 0013189X2211113. https://doi.org/10.3102/0013189x221111337

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Tam, V. C., Chu, P., & Tsang, V. (2023). Engaging in self-directed leisure activities during a homework-free holiday: Impacts on primary school children in Hong Kong. Journal of Global Education and Research, 7(1), 64–80. https://doi.org/10.5038/2577-509x.7.1.1193

Womack, T. A., & Johnson, A. H. (2021). Examining the Likelihood of Parents’ Homework Involvement With Elementary-Aged Students With Individualized Education Plans. Remedial and Special Education, 074193252110479. https://doi.org/10.1177/07419325211047956

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