Study reveals impact of homework on student achievement in math and science

Researchers at Maynooth University’s Hamilton Institute and Department of Mathematics and Statistics in Ireland have unveiled significant findings on the role of homework in student achievement. The research, led by Prof Andrew Parnell, Nathan McJames and Prof Ann O’Shea, used a new AI model to analyze data from the “Trends in International Mathematics and Science Study” (TIMSS 2019).

Focusing on 4,118 Irish students in their second year of secondary school, the research assessed the impact of varying homework patterns on their mathematics and science performance.

The study titled, “Little and often: Causal inference machine learning demonstrates the benefits of homework for improving achievement in mathematics and science” was published in the journal Learning and Instruction.

It offers new evidence on how homework frequency and duration affect academic performance among Irish secondary school students.

Frequency over duration

The study highlights that the frequency of homework is more important than its duration. Daily homework assignments were found to be most effective for improving mathematics achievement, while science performance benefited most from homework assigned three to four times a week.

Effectiveness of shorter assignments

Short-duration homework tasks, lasting up to 15 minutes, were shown to be just as effective as longer assignments. This suggests that regular, concise homework can promote learning without overwhelming students with excessive work.

Equity in benefits

Contrary to previous research, this study found that all students, regardless of socioeconomic background, experienced similar benefits from homework, indicating equitable advantages across diverse student populations. The researchers advocate for homework policies prioritizing regular, short-duration assignments to optimize student engagement and academic success without causing undue stress.

Nathan McJames, the lead author, commented, “Our study provides strong evidence that regular homework can significantly enhance student performance, especially when given ‘little and often’. By avoiding very long homework assignments, this also allows students to balance schoolwork with other important activities outside of school.”

Prof Andrew Parnell added, “Our use of advanced causal inference methods ensures the reliability of our findings. This research provides valuable insights that can guide evidence-based policy changes in education, ultimately benefiting students across the board.”