Homework Needs Homework

| Photo by Vitaly Garniev on Unsplash

For generations, homework has trailed behind students like an unwelcome shadow, following them home as if it were an unshakable extension of their school day. The school bell rings, and classes may technically conclude, but the academic pressure continues. There’s math to practice, chapters to read, essays to compose, and projects to finalize. Homework has been so entrenched in the educational landscape that questioning its necessity can seem almost sacrilegious, akin to questioning the very foundation of a school.

But maybe it’s time to ask that question.

In our modern age, where students spend significant portions of their days in classrooms, participate in numerous extracurricular activities, and navigate an increasingly information-rich world, one must wonder: Is traditional homework really essential? Or are schools simply clinging to old practices because they’ve always done it that way?

This matter straddles the line between yes and no: We’ve come to believe that while homework is not inherently outdated, a great deal of the homework being assigned is.

The most compelling argument in favor of homework is straightforward. Learning requires practice. Just as a student cannot become fluent in algebra after merely watching a teacher solve equations once, a budding pianist won’t master their craft by only observing a lesson from the sidelines. Improvement comes through hands-on practice; reading becomes more fluid through reading, and writing strengthens through frequent writing. Repeated application leads to mastery in mathematical concepts as well.

Research broadly supports this notion, albeit with crucial caveats. The Education Endowment Foundation (EEF), an organization dedicated to reviewing educational evidence, has estimated that homework can yield a positive impact on academic progress equivalent to roughly five additional months of learning. Interestingly, the benefits of homework appear to be more pronounced for secondary school students compared to their younger counterparts in primary education. However, and this is critical, the EEF emphasizes that the quality of homework often matters far more than sheer quantity.

Assignments that are directly connected to classroom learning and include constructive feedback tend to yield positive educational outcomes.

This nuance should be at the heart of any conversation surrounding homework. Rather than simply asking, “Should students have homework?” we ought to redouble our efforts by considering, “What kind of homework is genuinely worthy of a student’s time and effort?”

Let’s take a moment to evaluate two distinct homework assignments. In the first scenario, a mathematics teacher thoughtfully assigns just six specific problems, each crafted to reinforce the day’s lesson and help students identify areas in which they may be struggling. In the second scenario, students are tasked with completing 50 nearly identical calculations—a monotonous exercise devoid of meaningful learning.

Both scenarios technically fall under the umbrella of “homework,” but educationally, they inhabit entirely different realms. The first task serves a clear purpose; it fosters understanding and encourages engagement with the material. The second task? It risks devolving into an exercise in endurance rather than valuable learning.

Supporting this perspective, the OECD’s analysis of PISA data reveals similar findings. Their research highlights that homework can indeed help students deepen concepts learned in the classroom, develop essential independent learning skills, and practice invaluable time management skills. However, it also cautions against the diminishing returns associated with excessive homework. Time spent on assignments should be manageable; thus, the OECD advocates for regular, shorter assignments instead of overwhelming workloads.

The most recent PISA data from 2022 further enriches this discussion. It shows that students across OECD countries reported spending an average of about 1.5 hours per weekday on homework. Interestingly, while time spent on homework was positively correlated with mathematical performance, this was only the case up until about two hours per day. This statistical relationship provides important insight but should not automatically be interpreted as evidence that additional homework directly leads to higher academic scores.

In simpler terms: “more homework” doesn’t necessarily equate to “more learning.”

This traditional mindset can lead to unintended consequences. Sometimes, adults view large homework assignments as proof of a student’s commitment to academic rigor, equating long, late-night study sessions with a serious approach to education. A school that hands out a mountain of assigned work may seem demanding and rigorous. At the same time, a student who stumbles through fatigue-laden nights completing assignments may appear to be exceptionally hardworking.

Yet the reality is that exhaustion is not an educational outcome.

Students lead lives that extend well beyond their desks and textbooks. They deserve proper sleep, opportunities for physical activity, meaningful relationships with friends, and quality family interactions. They require time to explore and cultivate personal interests that schools may not adequately nurture. A teenager wrapping up a long school day filled with lessons, extracurricular commitments, and hours of homework is not necessarily receiving a better education; they may simply be grappling with an extended workday that detracts from their overall well-being.

Another crucial element that advocates for homework must contend with is inequality.

Homework, by its very nature, assumes that the home environment is a universally conducive learning space. Unfortunately, this is far from reality for many students. One child might return to a quiet room furnished with a high-speed internet connection, a laptop, and supportive parents ready to help with difficult questions. Meanwhile, another child may share a cramped space with noisy siblings, handle household chores, cope with unreliable internet access, or lack someone to help with their assignments.

If both students receive the same homework assignment, we may label it equitable, but in reality, their opportunities and the resources available to them are anything but equal.

The EEF specifically warns about the disparities some students face in homework. Many pupils lack access to a quiet place to study and, as a result, struggle to engage as deeply with assignments as their peers do. This discrepancy can create widening gaps in academic achievement, reinforcing cycles of disadvantage that impede learning and growth.

It isn’t that we should eradicate homework; rather, we must be willing to engage in a thoughtful dialogue about its purpose and applications in our modern educational landscape. We need to differentiate between busywork and genuine learning experiences, understanding that students’ time is valuable and limited. Assignment quality must take precedence over quantity, and we should actively strive to create equitable learning opportunities for all students at home.

Ultimately, we owe our students an educational experience that respects their time, energy, and varied home environments. By fostering well-designed homework that enhances understanding and learning, we can ensure students are prepared not just for their academic futures but for full lives as thriving individuals.

ABOUT THE AUTHOR – Johjoh Demol Jenae is a Mathematics and literacy teacher at Bronx International High School, a teacher trainer and curriculum writer, and a graduate with a Doctor of Philosophy in Development Administration, a Doctor of Education in Educational Management, and a Post-Doctorate in Strategic Management and Leadership.