Title

Homework and Academic Achievement: A Meta-Analysis Examining Impact

Date of Award

6-1-2021

Degree Name

Ed.S. in School Psychology

Department

School of Education and Health Sciences

Advisor/Chair

Elana R. Bernstein

Abstract

Homework has historically played a role in schools, with a specific aim to increase academic performance. However, the debates surrounding this topic are numerous, leaving educators to question the merit of homework and if it really is the best method for improving academic gains outside of the classroom. This study aimed to examine the impact of homework on academic success through a meta-analysis of current research, specifically conducted within the United States. Effect size was used to measure the impact of homework on student learning. Results from this study indicated that homework has a small effect on increasing academic achievement. Results from this study also exposed the limited availability of experimental research that studies the direct impact of homework on academic achievement. This impacted the researcher's ability to adequately calculate effect size comparisons for homework characteristics. This is problematic, as homework is often used as a strategy for closing the achievement gap. Based on these results, educators should closely examine homework policies and practices within their district, as well as examine other strategies for increasing student learning.

Keywords

Education, Elementary Education, Middle School Education, Secondary Education, Homework and Academic Achievement, Effects of Homework, Traditional Homework v Computer-Based Homework, Impact of Homework on Academic Achievement

Rights Statement

Copyright 2021, author

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