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Chapter 2 of (Da Capo Press, 2006) Copyright © 2006 by Alfie Kohn Does Homework Improve Learning? By Alfie Kohn Because the question that serves as the title of this chapter doesn’t seem all that complicated, you might think that after all this time we’d have a straightforward answer. You might think that open-minded people who review the evidence should be able to agree on whether homework really does help. If so, you’d be wrong. “Researchers have been far from unanimous in their assessments of the strengths and weaknesses of homework as an instructional technique,” according to an article published in the Journal of Educational Psychology.
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“The conclusions of more than a dozen reviews of the homework literature conducted between 1960 and 1989 varied greatly. Their assessments ranged from homework having positive effects, no effects, or complex effects to the suggestion that the research was too sparse or poorly conducted to allow trustworthy conclusions.”[1] When you think about it, any number of issues could complicate the picture and make it more or less likely that homework would appear to be beneficial in a given study: What kind of homework are we talking about? Fill-in-the-blank worksheets or extended projects?
In what school subject(s)? How old are the students? How able and interested are they? Are we looking at how much the teacher assigned or at how much the kids actually did?
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How careful was the study and how many students were investigated? Even when you take account of all these variables, the bottom line remains that no definite conclusion can be reached, and that is itself a significant conclusion. The fact that there isn’t anything close to unanimity among experts belies the widespread assumption that homework helps. It demonstrates just how superficial and misleading are the countless declarations one hears to the effect that “studies find homework is an important contributor to academic achievement.” Research casting doubt on that assumption goes back at least to 1897, when a study found that assigning spelling homework had no effect on how proficient children were at spelling later on.[2] By 1960, a reviewer tracked down 17 experimental studies, most of which produced mixed results and some of which suggested that homework made no difference at all.[3] In 1979, another reviewer found five more studies. One found that homework helped, two found that it didn’t, and two found mixed results.[4] Yet another review was published a few years later, this one of eight articles and seven dissertations that had appeared from the mid-1960s to the early 1980s. The authors, who included a long-time advocate of traditional educational policies, claimed the results demonstrated that homework had “powerful effects on learning.”[5] But another researcher looked more carefully and discovered that only four of those fifteen studies actually compared getting homework with getting no homework, and their results actually didn’t provide much reason to think it helped.[6] “The literature reviews done over the past 60 years...
