Friday, June 26, 2009
Should we use homework in 21st century learning?
The Canadian Institute of Learning has published a comprehensive review of studies of the value and use of homework in several countries.
Does homework have an impact on the attainment and development of children and young people ? This was the question the research team at the Canadian Institute of Learning set themselves when they embarked upon the extensive review of data and evidence regarding the use of homework in education systems across the world.
The systematic analysis evaluated the results of 18 empirical studies published between 2003-2007 and 48 media print articles to evaluate public perceptions of homework. The studies included were international in range.
The primary finding was that effort and engagement were the important factors leading to homework having an impact on learning and attainment. Quantity of homework and amount of time spent were found to have little or no impact on attainment.
“Homework that demands active student engagement is likely to be effective. A meta-cognitive component where the students must think about their own learning may be an important part of this engagement.
"Homework type rather than homework quantity may increase academic achievement: effort is more important than time."
The study found that parents were mixed in their views on homework and its usefulness. There was no consistency found among the print articles about Homework, even within the same country. There was some evidence that involving parents in homework helped achievement but the report is careful to describe it as "inconclusive".