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The effect of homework is debated. Generally speaking, homework does not improve academic performance among children and may improve academic skills among older students, especially lower-achieving students. Homework also creates stress for students and their parents and reduces the amount of time that students could spend outdoors, exercising, playing, working, sleeping, or in other activities.
The basic objectives of assigning homework to students are the same as schooling in general: to increase the knowledge and improve the abilities and skills of the students, to prepare them for upcoming (or complex or difficult) lessons, to extend what they know by having them apply it to new situations, or to integrate their abilities by applying different skills to a single task. Homework also provides an opportunity for parents to participate in their children's education. Homework is designed to reinforce what students have already learned.
Teachers have many purposes for assigning homework including:
- practice,
- preparation,
- participation,
- personal development,
- parent-child relations,
- parent-teacher communications,
- peer interactions,
- policy,
- public relations, and
- punishment
Homework research dates back to the early 1900s. However, no consensus exists on the general effectiveness of homework. Results of homework studies vary based on multiple factors, such as the age group of those studied and the measure of academic performance.
Among teenagers, students who spend somewhat more time on homework generally have higher grades and somewhat higher test scores than students who spend less time on homework. Very high amounts of homework cause students' academic performance to worsen, even among older students. Students who are assigned homework in middle and high school score somewhat better on standardized tests, but the students who have 60 to 90 minutes of homework a day in middle school or more than two hours in high school score worse.
Younger students who spend more time on homework generally have slightly worse, or the same academic performance, as those who spend less time on homework. Homework does not improve academic achievements for grade school students. Low-achieving students receive more benefit from doing homework than high-achieving students. However, schoolteachers commonly assign less homework to the students who need it most, and more homework to the students who are performing well.
In past centuries, homework was a cause of academic failure: when school attendance was optional, students would drop out of school entirely if they were unable to keep up with the homework.Proponents claim that assigning homework to young children helps them learn good study habits. Essentially, they advocate for doing potentially unnecessary homework from approximate age five to ten as a way of practicing for doing necessary homework from age 10 to 15. No research has ever been conducted to determine whether this claim has any merit.
The amount of homework given does not necessarily affect students' attitudes towards homework and various other aspects of the school.
Bempechat (2004) says that homework develops students' motivation and study skills. In a single study, parents and teachers of middle school students believed that homework improved students' study skills and personal responsibility skills. Their students were more likely to have negative perceptions about homework and were less likely to ascribe the development of such skills to homework. Leone & Richards (1989) found that students generally had negative emotions when completing homework and reduced engagement compared to other activities.
Cheung & Leung-Ngai (1992) surveyed 1,983 students in Hong Kong and found that homework led not only to added stress and anxiety, but also physical symptoms, such as headaches and stomachaches. Students in the survey who were ridiculed or punished by parents and peers had a higher incidence of depression symptoms, with 2.2% of students reporting that they "always" had suicidal thoughts, and anxiety was exacerbated by punishments and criticism of students by teachers for both problems with homework as well as forgetting to hand in homework.
A 2007 study of American students by MetLife found that 89% of students felt stressed from homework, with 34% reporting that they "often" or "very often" felt stressed from homework. Stress was especially evident among high school students. Students that reported stress from homework were more likely to be deprived of sleep.
A study done at the University of Michigan in 2007 concluded that the amount of homework given is increasing. In a sample taken of students between the ages of 6 and 9 years, it was shown that students spend more than 2 hours a week on homework, as opposed to 44 minutes in 1981.
Some educators argue that homework is beneficial to students, as it enhances learning, develops the skills taught in class, and lets educators verify that students comprehend their lessons. Proponents also argue that homework makes it more likely that students will develop and maintain proper study habits that they can use throughout their educational careers.
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