Is homework an obsolete practice?

Desmond Zammit Marmarà wrote: "The truth is that homework should be abolished. It is an obsolete educational practice in a fast-moving world... Let our children enjoy their childhood" (November 1).

One can say that research has produced controversies over the value of homework, where there seem to be favourable evaluations of the impact of homework on achievement (ERIC Abstracts Data Base). It is not the homework as a practice that is obsolete but the way it may be administered. The amount and form should be controlled rather than eradicate the whole practice.

It is true that homework can become a family burden and leave a negative impact on family lives and evenings. Where there are more than one child in the family the situation may be stressful.

A study by Curt Dudley-Marling (2003) showed how homework had an impact on families of struggling learners, where school troubles were transformed into family troubles and where homework posed a special challenge for students who struggle academically (Bursuck, 1994).

Homework may force parents into unwanted roles that strain... family relations, (Varenne & McDermott, 1999) or leave little time for leisure activities (Kralovec & Buell, 2000). It is an imposition of the academic curriculum on family life, time and resources (de Carvalho, 2000).

Homework can also create discrimination between pupils of diverse abilities or home backgrounds/environments.

While homework should be a means of drawing low achievers closer to high achievers, the reality may be different, where the intellectually or socially disadvantaged may become more so. Furthermore, homework is not likely to help at-risk students because it requires favourable socio-economic conditions at home, which may not be available (de Carvalho 2000).

One should reflect upon a few questions before making drastic statements.

Would the learning outcomes of children, irrespective of ability or background improve in the absence of homework? Can homework be differential so as to reduce discrimination? Can its format improve if schools were to establish homework policies?

Homework does present some advantages too, which may contribute to the school curriculum, as in the following:

¤ Learning needs time - An important aspect of homework is that it extends learning and instructional time. Pupils of different abilities learn in different styles and pace. Most will need reinforcement. Homework should be given to allow each pupil to practise, prepare, reflect and create in a setting away from the class or the teacher.

It can also create opportunities for parents to help the child, by using the learning style preferred by the pupil, which may not be addressed in class.

Support can be given to parents through parent-teacher conferences, interactive homework, learning at home activities for parents. For reference to these types of activities one can look towards the TIPS (teachers involve parents in schoolwork) interactive homework process.

This is one example where the activities designed as part of this programme aim to improve parents' understanding of what their children are learning.

The TIPS approaches require educators to work with families to design and produce materials, organise family-friendly schedules, conduct and improve activities, have guidance for conversations at home, orient families and students to new approaches, conduct follow-up activities in class and evaluate (Epstein 2001).

¤ Engaging the mind - From a constructivists' perspective, homework can create opportunities for clarification, reflection, creativity and verbalisation. I do believe that a child will only test his/her level of understanding when alone or asked to apply knowledge through minds' own experiences. Homework should allow for this, while stimulating independent study habits.

Teachers may also need homework to identify learning difficulties and evaluate individual pupils' needs early on.

¤ The home-school link - Homework gives an indication to parents on what is being done at school. It can be the only form of communication about learning between parents and children or parents and teachers.

Parents can see how their children write, think and attempt work. Children may need help in remembering, following directions, interpreting, relearning and correcting misunderstandings.

Homework provides a reason for parents and children to exchange information, facts and attitudes about school (Epstein, 2001). Research cited by the same author indicates that students who received immediate or delayed feedback from parents on homework assignments had better mastery of math skills than students who received no homework.

Our system may not be giving importance to this fact. The same author stresses that teachers need to advise parents how to monitor, check and interact with children on homework and help parents identify pupils' weaknesses and needs. Parents should take this responsibility as the benefits to the child should not be ignored.

The arguments raised here show that homework has a positive value when applied within the appropriate measures and administered properly. It is an institutionalised practice in our pedagogic process which has the potential to benefit all pupils.

Yet, whereas its content and form are prescribed at school, it is meant to take place at home. Families are required to re-orient their lives around it, ideal home conditions and adequate learning environments are taken for granted (de Carvalho, 2000).

An issue which cannot be overlooked is that if pupils do not succeed in homework then their situation in school achievement may be at risk. One alternative which may improve the situation is the creation of homework policies planned and adopted by schools and parents together.

The main characteristics of homework policies should include: the rationale for homework, school expectations, parents' and teachers' obligations, marking, monitoring, achievement through homework, the inclusive dimension, forms of homework including what should be avoided or abolished, the recommended time allocation for each year group and per subject (there are guidelines established for this from the DfEE, UK).

Numerous websites identifying schools' homework policies can be visited. These could give a framework, the rest should be created in collaboration with parents and if possible the pupils themselves.

Mrs Mugliett is lecturer in home economics at the Faculty of Education, University of Malta.