Homework references: Difference between revisions

From movingforward-together
Jump to navigationJump to search
VisualWikitext
 
(One intermediate revision by the same user not shown)
Line 13: Line 13:
John Hattie's synthesis of meta-analyses reported an average homework effect size of approximately 0.29, with substantially lower effects in primary education.<ref name="Hattie2009" /> Hattie characterised homework as having a modest impact relative to other educational interventions.
John Hattie's synthesis of meta-analyses reported an average homework effect size of approximately 0.29, with substantially lower effects in primary education.<ref name="Hattie2009" /> Hattie characterised homework as having a modest impact relative to other educational interventions.


== References ==
<references>
<ref name="Cooper2006">Cooper, H., Robinson, J. C., & Patall, E. A. (2006). ''Does homework improve academic achievement? A synthesis of research, 1987–2003''. ''Review of Educational Research'', 76(1), 1–62.</ref>
<ref name="Hattie2009">Hattie, J. (2009). ''Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement''. Routledge.</ref>
<ref name="Sweller2011">Sweller, J., Ayres, P., & Kalyuga, S. (2011). ''Cognitive Load Theory''. Springer.</ref>
<ref name="Barkley2015">Barkley, R. A. (2015). ''Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment''. Guilford Press.</ref>
<ref name="Murray2005">Murray, D., Lesser, M., & Lawson, W. (2005). Attention, monotropism and the diagnostic criteria for autism. ''Autism'', 9(2), 139–156.</ref>
<ref name="Snowling2000">Snowling, M. J. (2000). ''Dyslexia''. Blackwell.</ref>
<ref name="McEwen1998">McEwen, B. S. (1998). Stress, adaptation, and disease: Allostasis and allostatic load. ''Annals of the New York Academy of Sciences'', 840, 33–44.</ref>
<ref name="OECD2014">OECD (2014). ''Does homework perpetuate inequities in education?'' OECD Education Working Papers.</ref>
</references>


== Cognitive load theory ==
== Cognitive load theory ==
Line 48: Line 36:
== Conclusion ==
== Conclusion ==
Across educational psychology, cognitive science, and neurodevelopmental research, no evidence establishes homework as inherently necessary or universally beneficial. Research indicates that its effectiveness depends on learner capacity, task design, and context.
Across educational psychology, cognitive science, and neurodevelopmental research, no evidence establishes homework as inherently necessary or universally beneficial. Research indicates that its effectiveness depends on learner capacity, task design, and context.
== References ==
<references/>

Latest revision as of 12:57, 5 January 2026


This article summarises research evidence relevant to homework, learning outcomes, cognitive load, and learner variability. It supports the view that homework effectiveness is conditional rather than universal.

Meta-analyses of homework effectiveness

Cooper et al. (2006)

Cooper, Robinson, and Patall reviewed research published between 1987 and 2003 and found no meaningful relationship between homework and academic achievement in primary education, and only small positive associations in secondary education.[1]

The authors reported substantial variation depending on task type, study design, and learner age.

Hattie (2009; 2012)

John Hattie's synthesis of meta-analyses reported an average homework effect size of approximately 0.29, with substantially lower effects in primary education.[2] Hattie characterised homework as having a modest impact relative to other educational interventions.


Cognitive load theory

Cognitive Load Theory proposes that learning depends on limited working-memory capacity and that excessive cognitive demands impair learning.[3] Practice that exceeds available capacity is unlikely to improve learning outcomes.

Neurodevelopmental research

Attention-deficit hyperactivity disorder

Research on ADHD indicates that sustained performance requires increased regulatory effort, leading to fatigue and depletion despite adequate output.[4]

Autism and attention

Monotropism theory describes autistic cognition as involving intense, narrow focus that is efficient but resource-intensive, with increased costs associated with task-switching and extended demands.[5]

Dyslexia

Research on dyslexia demonstrates that reading and written output require greater cognitive effort, meaning output volume and speed are weak indicators of understanding.[6]

Stress, fatigue, and recovery

The concept of allostatic load describes the cumulative physiological and cognitive cost of sustained effort under stress.[7] Recovery time is considered important for maintaining cognitive function and learning readiness.

Homework and inequality

The OECD has reported that homework can exacerbate socio-economic inequalities and that time spent on homework is a weak predictor of academic performance compared with other factors.[8]

Conclusion

Across educational psychology, cognitive science, and neurodevelopmental research, no evidence establishes homework as inherently necessary or universally beneficial. Research indicates that its effectiveness depends on learner capacity, task design, and context.

  1. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named Cooper2006
  2. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named Hattie2009
  3. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named Sweller2011
  4. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named Barkley2015
  5. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named Murray2005
  6. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named Snowling2000
  7. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named McEwen1998
  8. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named OECD2014
Retrieved from "https://wiki.movingforward-together.org/w/index.php?title=Homework_references&oldid=332"