Cooper 2006 homework

A Synthesis of Research, 1987-2003 Harris Cooper, Jorgianne Civey Robinson, and Erika A. Patall Duke University In this article, research conducted in the United States since 1987 on the effects of homework is summarized. Studies are grouped intofour research designs.

The most common instructional purpose of homework is to provide the student with an opportunity to practice or review material that has already been presented in class (Becker & Epstein, 1982). Preparation assignments introduce material to help students obtain the maximum benefit when the new

Studies that reported sim- ple homework-achievement correlations revealed evidence that a stronger correlation existed (a) in Grades 7-12 than in K-6 and (b) when students rather than parents reported time on homework. No strong evidence was found for an association between the homework-achievement link and the outcome measure

Homework can be defined as any task assigned by schoolteachers intended for students to carry out during nonschool hours (Cooper, 1989). This definition explic- itly excludes (a) in-school guided study; (b) home study courses delivered through the mail, television, audio or videocassette, or the Internet; and (c) extracurricular