Getting the Most Out of Homework

Much of what has been said about making in-class work more engaging can also be said of homework: out-of-class assignments should have a clear purpose, should be relevant to students' lives, and should be at the same time challenging and manageable (Black, 1996). Homework carries with it some added complications, though. Not only does successfully engaging in homework depend a great deal on students' home environment, but homework experiences may also have a significant impact on students' long-term attitudes toward school (Corno, 1996; Paulu, 1998).

In recent years there has been much debate about the value of homework. While some parents and educators firmly believe that assigning homework is an important part of school, others call the practice into question. Some critics of homework observe that not all students go home to a quiet and supportive study environment, and thus have little chance of being successful with out-of-school assignments (Lenard, 1997). Still others point out that homework may contribute significantly to students' negative attitudes toward school, particularly if it is a source of conflict between students and parents, or is linked to punishment and other consequences at school (Black, 1996; Corno, 1996).

Proponents of homework, on the other hand, argue that homework serves a number of purposes and can benefit students when used appropriately. The main purposes generally associated with homework are as follows:

• To give students a chance to "review and practice what they have learned" (Paulu, 1998)
• To prepare students for the next day's lesson (Paulu, 1998)
• To provide opportunities to identify and learn to use resources, such as the library, the Internet, reference books, and other community resources (Paulu, 1998)
• To allow for more in-depth exploration of topics than is possible during class time (Paulu, 1998)
• To help students develop time management, study, and organizational skills (Black, 1996; Paulu, 1998)

As might be expected, the effectiveness of different types of homework varies according to students' age and ability level. Cooper's study (as cited in Black, 1996) found that homework raises achievement "substantially" for high school students, but only about half that for students in the middle grades. Cooper found no effect on academic achievement for students in grades 1-6 (Black, 1996). This is not to say that homework doesn't benefit younger students in different ways. Other studies have found that homework is most useful for elementary school students when it focuses on developing study habits and organizational skills (Butler, 1987; Paulu, 1998).

How much is enough?

The first step in maximizing the effectiveness of homework is determining the appropriate amount of work to assign. More time, the research tells us, doesn't necessarily lead to higher achievement (Black, 1996; Corno, 1996; Paulu, 1998). In Helping Your Students with Homework, a guide for teachers sponsored by the Office of Educational Research and Improvement in the U.S. Department of Education, Paulu (1998) establishes the following guidelines for how long students should spend on homework each night:

• Grades 1-3: no more than 20 minutes per night
• Grades 4-6: 20 to 40 minutes per night
• Grades 7-9: no more than 2 hours per night
• Grades 10-12: 1 1/2 to 2 1/2 hours per night

Tips for success

Once you have established a reasonable length of time for students to spend on homework, consider the following list of "best practices" for making homework a more engaging and ultimately more positive learning experience for students.

1. Expectations. At the beginning of the school year, communicate your expectations for homework to both students and parents (Patton, 1994; Paulu, 1998). Which days do you collect homework? What are the penalties for late or incomplete homework? How can parents and students reach you if there is a problem?
2. Consistency. Be as consistent as possible throughout the school year (Paulu, 1998). Getting students accustomed to a regular homework pattern early in the year is helpful to all students, but may be especially important for students with learning disabilities (Patton, 1994).
3. Purpose. Make sure the purpose of homework assignments is clear to students (Paulu, 1998). Students and parents alike are less likely to become frustrated when they understand the value and the objectives of an assignment (Black, 1996).
4. Time. Don't underestimate the length of time it will take for students to complete assignments (Black, 1996). Include time for gathering supplies and organizing materials in your calculation of how long your students will take to complete an assignment.
5. Explain. Take time to explain instructions to students, and give them an opportunity to ask questions before the end of class (Black, 1996). When possible, give students time to get started on homework assignments in class, so you can be sure they understand what they are being asked to do (Patton, 1994).
6. Variety. Provide a variety of homework assignments throughout the school year to prevent homework from becoming boring or monotonous (Patton, 1994; Paulu, 1998).
7. Coordinate. Make an effort to coordinate with other teachers, so students aren't overwhelmed with long assignments for several classes all on one night (Patton, 1994; Paulu, 1998).
8. Evaluate. Finally, evaluate homework assignments and give students feedback on their work. When assignments are just checked off as completed, students perceive them as meaningless, which leads to frustration and low-quality work (Butler, 1987; Lenard, 1997; Patton, 1994).