Homework and Attainment in Primary Schools

Abstract

Abstract An analysis of data relating to homework in the final year of primary school is reported in the core areas of mathematics, English and science. Information was available on achievement levels, attitudes, developed ability, cultural capital and sex. Widespread variation in reported homework frequency emerged in the core subjects in primary schools, as did significant differences between girls and boys for mathematics and reading. The findings indicated that the highest test scores were achieved by those pupils who reported doing homework ‘once a month’ in each of the core subjects. Homework reported more frequently than ‘once a month’ was generally associated with lower attainment. Multilevel models that controlled for important variables did not lend support to the ‘more is better’ view of homework. Our contention is that the assumptions about the value of homework (largely derived from secondary school practice and experience) should not be automatically ‘grafted on’ to primary practice. More serious consideration should be given to the nature and frequency of homework setting in primary schools.

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