An analysis of the effects of arithmetic homework upon the arithmetic achievement of third-grade pupils

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Abstract
A substantial part of the elementary student's day is commonly devoted to the preparation of home-study assignments. A National Education Association Teacher Opinion Poll [7]* revealed that 83.5 percent of all elementary teachers surveyed favored the use of homework in the teaching of elementary school students. G. W. Bond [1] surveyed 77 school districts in the state of New York to determine their homework practices. He found that 90 percent of those schools surveyed had formal homework beginning by the fourth grade or earlier. Students in Grade six were expected to complete an average of 50 minutes of homework daily, while those in the lower grades had proportionally less homework assigned. When one considers that the elementary school day is usually less than six hours, the addition of up to one hour's work at home represents a significant part of the total educational effort. The importance of homework was stressed by the Educational Policies Commission of the National Education Association [4], which listed homework as one of ten contemporary issues in elementary education.

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