Analysis: A study of over 4,100 Irish students has found that giving homework more frequently but in shorter bursts produces better results
By Nathan McJames, Andrew Parnell and Ann O'Shea, Maynooth University
Homework is a word that often brings a collective groan from students and parents alike. But new research has good news for students and parents who may be dealing with returning to school and homework after the summer holidays.
Our findings suggest that, when done right, homework can significantly improve performance in maths and science without the need to spend hours in the books each evening. Instead of examining the total time spent on homework each week, our study used new AI models to shed light on how often and how long students should be doing homework each week to get the best results.
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From RTÉ Radio 1's Today with Claire Byrne, is it time to ban homework?
Using data from the Trends in International Mathematics and Science Study (TIMSS 2019), we analysed responses from 4,118 Irish students in the second year of secondary school (around 14 years old). We found that giving homework more frequently, but in shorter bursts, is the best strategy for getting the most out of time invested in completing homework. Daily homework assignments given across five days were most beneficial for mathematics achievement, while science performance benefitted most from homework given three to four times a week. This suggests that consistency, rather than duration, is key to reinforcing learning.
Now, the idea of daily maths homework might not be the most exciting prospect for students, but here’s the good news: homework assignments of up to just 15 minutes each can be equally as effective as longer ones. In fact, increasing the duration of the homework up to 30, or even more than 30 minutes each time showed no added benefits relative to 15 minutes of homework. This means that students can achieve significant gains with regular, brief homework sessions, allowing them to reinforce what they’ve learned in class without overwhelming them with hours of extra work each evening.
An especially noteworthy aspect of our study is the finding that these benefits were consistent across different socioeconomic backgrounds. Previous studies have often suggested that students from advantaged backgrounds are better positioned to benefit from homework, perhaps due to more supportive home environments or access to additional resources. However, our research challenges this notion, showing that students from various backgrounds can equally benefit from homework when it is structured effectively.
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From RTÉ Radio 1's Drivetime, Dr. Gene Mehigan, Vice President for Education and Strategic Development at Marino Institute of Education and Dr Barbara Oakley - professor of engineering at Oakland University, California discuss homework for primary school children
Why is this important? For a long time, homework has been a widely used tool for improving student performance in mathematics and science. But for as long as there has been homework, there have been debates over whether or not homework actually helps, and if students are given too much homework in the evenings to the detriment of other important activities such as sports, family time and recreation. Parents are often caught in the middle, trying to strike a balance between supporting their child’s education while preserving their well-being.
Our results confirm that homework does have a positive effect and will be welcome news to students who can be confident their hard work is paying off. Additionally, our findings point towards the greatest homework benefits coming from short but regular homework assignments, which suggests that homework can be used as a positive tool for aiding student growth in mathematics and science while respecting the need for a balanced lifestyle which is crucial for the overall well-being of students. Given the growing concerns over stress and mental health issues among secondary school students, especially as they prepare for exams, this balanced approach to homework is more important than ever.
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From RTÉ Radio 1's Drivetime, a new reports suggests primary school girls have more maths anxiety than boys
So, how can parents and teachers put these findings into practice? Here are some practical tips to make homework a more positive and productive experience:
Encourage Daily Practice: For maths, aim to incorporate short, daily homework assignments or independent practice sessions that review and reinforce what was covered in class that day. For science, plan for three to four homework sessions each week. These sessions could include a variety of activities, such as reading assignments, small experiments, or projects that deepen understanding of the material.
Keep It Short: Ensure that homework assignments are manageable and can be completed in about 15 minutes. This not only helps to keep students engaged and motivated but also prevents burnout. Moreover, it frees up time for other important activities, allowing students to relax, pursue hobbies, or spend quality time with family after a long day at school.
In conclusion, homework doesn’t have to be a dreaded chore that drains the joy out of learning. When assigned in small, frequent doses, it can be a powerful tool for boosting student skills in maths and science. Our study provides valuable insights that can help parents and teachers support student learning more effectively while ensuring that students have the time and energy to enjoy life outside of school. The next time you hear the word "homework," remember little and often can go a long way in making a big difference in academic achievement and overall student well-being.
Nathan McJames is a Postgraduate Research Student at the Hamilton Institute at Maynooth University. Prof Andrew Parnell is Hamilton Professor and Director of the Hamilton Institute at Maynooth University. He is currently: a principal investigator in the SFI I-Form Advanced Manufacturing Centre; a Co-Applicant in the Climate+ Centre for Climate, Biodiversity and Water; a funded investigator in the MaREI SFI Research centre for Energy, Climate, and Marine Research & Innovation; and a funded investigator in the Insight SFI Research Centre for Data Analytics. Prof Ann O'Shea is Professor in the Department of Mathematics and Statistics at Maynooth University. She is an Irish Research Council awardee.
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The views expressed here are those of the author and do not represent or reflect the views of RTÉ
