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Is homework an unnecessary burden?

IB World magazine investigates if homework still has a place in modern-day education, in a new series of thought leadership articles

Homework is outdated, invades valuable family time and serves no purpose – or that’s what many schools in Europe and the US now believe. As a consequence they have publically ditched the after-school tradition in favour of letting “kids be kids”. With no homework to mark, teachers are using the extra time to plan more creative lessons.

Some critics have even gone so far as to call homework a “sin against childhood”. According to author and lecturer Alfie Kohn, the positive effects of homework are “largely mythical.” He says homework in most schools is set just for “the sake of it.”

Kohn’s research found there is “absolutely no evidence of any academic benefit from assigning homework in elementary school [5-10 years old] or middle school [11-13 years old].”

At the high school level [14-18 years old], the correlation [between homework and academic success] is weak and tends to disappear when more sophisticated statistical measures are applied. Meanwhile, no study has ever substantiated the belief that homework builds character or teaches good study habits.”

Despite the evidence, homework is still a global practice. In China, 15-year-old students spend, on average, 13.8 hours per week on homework. At the other end of the scale, students in Finland spend 2.8 hours a week. As Finland is regularly used as a positive example for its outstanding educational standards and practices, this highlights a failed link between time spent on homework and academic achievement.

Mental health epidemic

 The homework debate is nothing new, and what constitutes excessive amounts of homework is dependent on multiple factors. However, with the increase in mental health issues amongst young people, scrapping homework could be a step in the right direction towards combating the epidemic.

For PYP-aged students, even 30 minutes of homework a night, if combined with other sources of academic stress, can have a negative impact on mental health. Researchers in China have linked homework of two or more hours per night with sleep disruption.

A top school in the UK is in the midst of a five-year review of homework. It is considering replacing it with weekly meditation classes, longer walks between lessons, and flipped learning – an approach where students read up on material before classes.

In France, it’s argued that homework causes inequality. In 2012, French President François Hollande said that homework favours the wealthy. Such students are more likely to have a good working environment at home, including parents with the time and energy to help children with their work, he said.

British author and former Children’s Laureate Michael Rosen agrees. In a letter to the UK Education Secretary Justine Greening – published in The Guardian newspaper in February 2017 – he explains his belief that homework widens the gap between rich and poor, and gives an advantage “to children who have parents with a lot of education on their CVs and/or a knowledge of how to teach.”

“Hard evidence” for homework

However, while the case for abolishing homework is gathering pace, there is “hard evidence” that it really does improve how well students achieve, says Professor Susan Hallam from UCL Institute of Education, UK.

Spending more than two hours a day on homework is linked to achieving better results in English, mathematics and science, according to a study published by the Department for Education, UK.

Homework also improves memory, encourages independence and develops positive study skills – including how to deal with pressure, various studies have found.

Professor Harris Cooper highlights the positive influence of homework on overall development. He says: “Beyond achievement, proponents of homework argue it can have many other beneficial effects, including the development of good study habits and a recognition that learning can occur at home, as well as at school.”

Homework can also foster independent learning and responsible character traits – essential skills later in life when students change jobs or learn new skills for advancement at work.”

Homework also acts as a guide for parents. It helps them understand their child’s academic strengths and weaknesses, says Cooper. “Two parents once told me they refused to believe their child had a learning disability until homework revealed it to them.”

Is quantity more important than quality?

Homework does have invaluable benefits, but the amount of time spent completing it is the clear concern. Assigning too much homework can result in poor performance.

Schools are having to tread the fine line of challenging students academically, but not to the point of overwhelming them.

Cooper acknowledges that some students are bringing home too much work. Setting homework policies can help, he says.

Policies should proscribe amounts of homework that are consistent with the empirical evidence (and most do) but also give individual schools and teachers some flexibility to take into account the unique needs and circumstances of their students.”

For example, his ‘10-minute Rule’ advises homework time should be equal to the child’s grade level multiplied by 10, ie a second grader (a 7-year-old) should have 20 minutes of homework per day (two multiplied by 10).

Above all, homework should be authentic, meaningful, and engaging, according to Stanford professors Linda Darling-Hammond and Olivia Ifill-Lynch in the book If They’d Only Do Their Work!

 “Assign work that is worthy of effort,” they say. “Before teachers give out a homework assignment, they should ask themselves, ‘Does it make sense?’ ‘Is it necessary?’ ‘Is it useful?’ ‘Is it authentic and engaging?’ Students are most likely to do homework when it is part of a meaningful curriculum unit and will actually be used in class the next day.”

Look out for the second part of our series on homework where IB World speaks to the IB teachers who have opted out of giving students homework, with surprising results

To make homework meaningful, Professor Harris Cooper suggests:

  • Up until fifth grade (age 10), homework should be very limited.
  • Middle-school students should not spend more than 90 minutes a day on homework
  • Two hours should be the limit in high school.
  • Beyond these time limits, research shows that homework has no impact on student performance, says Cooper.
  • Matt MORTON
  • Marce Solórzano Ortega

    Sometimes kids feel frustrated with excessive homework since they can’t give a 100% and they don’t get a well rested night. I mean, they spend about 6 to 8 hours at school, why should they go home to continue working on academic stuff? It can also be frustrating when teachers give more value to it than to class work… I’m writing from a parent/teacher perspective.

  • Blokprintz Print with Paint!

    Modern schooling is the equivalent of working seven hours a day for a company, with a further two to three hours’ work at home. This is not a childhood.

  • Carlos Felipe

    As a TOK teacher, I try to use stimuli as flipped class (short articles, TED talks, etc) and have the students do the tasks in the classroom. Also, I order to foster connections with other subjects, I check what my fellow teachers are planning and try to make connections for my activities, eg, if students are already reading a novel in Literature, I try to design an activity using questions about arts as an area of knowledge. The DP is rigorous enough, we have to make an efficient use of activities planned by other teachers or invite them to include TOK stimuli in their planning.

  • Anna Lowenstein

    At my primary school in the 50s we had no homework, which was something that “big children” did. At grammar school when I was 11, homework took about 30-40 minutes initially, gradually increasing as I got older, but as I got older I also had free periods when I could work in the school library. I never remember being overwhelmed by homework, or feeling that there was too much, or that it wasn’t useful. When my own children went to school (in Italy), I felt they had far too much homework, starting too young, taking away their free time and causing them anxiety.

  • agnes gunawan

    Homework can be used a tool to help your students achieve the learning
    goals. It depends how homework may help them: to tune into concepts,
    have deeper understanding of learning concepts or to have simple
    drilling practice. If the homework goal is tuning into learning
    concepts, the homework can be bringing things for Show and Tell. We may
    ask students to practice Show and Tell: what they delivers. If the
    homework goal is helping students to understand better concept, the
    homework format can be guided open-ended questions which have been
    discussed advance in class, it may be guided-interview with parents or
    family members. If the homework for drilling practice, it be simple
    worksheet which can be finished in proper limited time and they practice
    it in the classroom. The proper homework finishing time depends on the
    student ages and the learning goals. Try to keep it done easily.

    In my school, we send different homework everyday. Homeroom homework is
    on Monday, Tuesday, and Wednesday. Mandarin homework is on every
    Thursday. No homework on Friday, unless it is a research task which will
    be submitted in next 3- 4 days. We make the homework done easily by

    Homework might students to organize and manage their
    time. It will help to manage class project wisely as later in MYP and
    DP, they will have bigger project to manage and complete.

    It is just the matter how teachers use and format the homework.

  • Robert Boyd

    The takeaway from this article seems quite clear and empirically established: having some homework is good, and too much is bad. And, of course, it has to be worthwhile in nature. The DP kids at my private school often seem overworked. One thing I was able to do to help, for the first time this year, was assign several major texts in TOK for summer reading. Not only did this establish a stronger knowledge base right from the start of the class, it also allows me to assign just two short reading assignments each week- or nothing at all. I will definitely stick with this approach in the future.

  • Bryon S. Barr

    I agree with you that homework is important for students to improve their skills and knowledge but too much homework is bad for their physical as well as mental health. Doing homework is not only about writing lengthy essays or doing assignments but it’s about what they are gaining through it. There should be a balance between homework hours, playing time and time for other activities only then students will feel happy.

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  • Kylie Barker

    I think this question has become very important nowadays because we hear a number of cases where students start taking drugs, alcohol etc due to homework stress, assignments stress or stress of getting good grades in exam. But now question arises why there is so much stress in their life that they start doing such wrong things. I think one of the main reason is quantity of homework students are getting these days. Teachers should not burden students with excess homework. If students need any kind of assignment help can check the following link

  • Mexicansunrise

    It seems to me the experts mentioned in this article are failing to see the big picture: how much time PER DAY is dedicated to academic work. My child, for instance, spends 8.0 hrs at school, add 1.5 minutes of homework (assuming that one, her teachers abide the “grade x 10” rule 100% of the time and two, that her executive function works at 100% even when she is tired from doing schoolwork 8.0 hours already) and you have close to 9.5 hours out of a 12-hour day dedicated to academics only. That leaves about 3 hours each day to dedicate to something other than academics. Mathematically, it is just not possible to participate in any serious way any extracurricular activities unless you’re willing to sacrifice rest/sleep, family time, participation in civic groups, etc. Any and all of these things have to be crammed over the weekends (after she’s done with Friday’s homework, of course). This ridiculous schedule leaves so very little time to spend face-to-face with our kids! This is especially concerning once they get to be teens. We accept an education system that subverts the importance of living a balanced life and we wonder “how could something like this happen?” when we see tragic news headlines about shootings and suicides and bullying and drug use and kids abusing kids. How can IB schools claim they educate “the whole child” when they allow themselves be part of a system that is set up to prevent our kids from having a balanced life?

  • Mickie

    Hello, thanks for your comment. This post is certainly only a brief discussion of a complex and widely-debated issue, and we hope homework is an ongoing subject of conversation between IB World Schools and the parents of students studying in IB programmes. The writer here suggests that homework should have its limits – in this case, no more than 90 minutes per school night for middle level students, far less than in some contexts and cultures, and far more than others. In schools, homework assignments are a matter of school policy and teachers’ professional judgment. I spoke to our development team for the Middle Years Programme (MYP) who explained that we don’t have specific homework requirements or recommendations with respect to how much homework is too much, or what kind of homework is best.

    But across the IB programmes, we do promote a holistic philosophy of education that attends to the social, emotional, cognitive, and personal development of all individuals and communities. Increasingly, we—like many international and national education systems—recognize health and wellbeing as important outcomes of schooling. In the Diploma Programme, right now, hundreds of students are taking part in a two-year-long study on their workload and wellbeing. The survey results are feeding into our ongoing development of challenging programmes and rigorous assessment that help to prepare students for further study and for life beyond the classroom while being sensitive to issues of curriculum overload. And we’ll keep reviewing and developing our curricula in collaboration with IB educators and schools. As our IB learner profile says: We strive to understand the importance of balancing different aspects of our lives—intellectual, physical, (spiritual) and emotional—to achieve well-being for ourselves and others.

    Watch out for the results of DP student workload study early in 2019, and please keep your feedback and comments coming.

    Kind regards, Mickie