The effectiveness of homework appears to be inherently tied to the quality of parental involvement, research shows
Last year, the Ministry of Education released the latest findings in its ongoing Best Evidence Synthesis.
A highly regarded summary of 134 educational studies conducted both here and overseas, the BES says homework can be both beneficial and detrimental to academic progress.
Simply put, homework's effectiveness varies greatly.
Professor John
Hattie, professor of education at the University of Auckland, who has published a range of studies on educational research including his 2008 book, Visible Learning, says homework is "a hotly contested area".
His experience is that many parents judge the effectiveness of schools by the presence or amount of homework - "although they expect to not be involved in this learning other than by providing a quiet and secluded space, as they believe that this is the right conditions for deep and meaningful learning".
For too many students, homework reinforces that they cannot learn by themselves and that they cannot do the schoolwork, Prof Hattie contends, adding that homework can undermine motivation while reinforcing less effective study habits, particularly for primary school children.
Homework that is more task-oriented is more beneficial than assignments involving deep learning and problem solving, he claims, citing a study which aimed to identify the key components of homework. The quartet found that a lot of homework and a lack of monitoring seem to indicate an ineffective teaching method. They favoured short, frequent homework that was closely monitored by the teachers.
There are also marked differences in the effects of homework between primary and secondary school pupils, Prof Hattie says, adding that likely reflects the older pupils' more advanced study skills.
"It is important to note, however, that prescribing homework does not help students develop time management skills. There is no evidence this occurs ... The effects are highest, whatever the subject, when homework involves rote learning, practice, or rehearsal of the subject matter. Perhaps one set of reasons why the effects of homework are lower [at primary school level] is that younger children are less able than older children to ignore irrelevant information or stimulation in their environment."
According to the BES, which includes research by Prof Hattie, homework designed by teachers and aimed at involving parents works best. However, despite all good intentions, parental help can backfire.
"There is substantial evidence to show that some of the strategies parents use to help their children learn can negatively influence achievement, especially if their support conflicts with classroom practices, interferes with the child's independence, imposes controls, and/or is critical in nature," the BES states.
"The evidence suggests that the effectiveness of homework depends primarily on the teacher's ability to design ... and provide feedback on developmentally appropriate homework tasks that support learning without unnecessarily fatiguing and frustrating students."
Several New Zealand studies detail examples of parents whose practices are likely to make learning more difficult for their children. These include asking a child to read texts well beyond his or her reading level, covering up picture clues, giving answers instead of using prompts, focusing on word accuracy without attending to meaning, getting frustrated and impatient, criticising mistakes, giving demeaning feedback, growling, name-calling and punishing.
"As children fall further behind, parents get more and more anxious and a vicious cycle can set in, with ongoing negative impacts on the children's achievement and self-confidence," the BES says.
Primary principal Doug White says parents' attitude to homework is as crucial as that of pupils.
"The research says there is a very strong indication that parental expectations are a key driver to the success of a child's education."
