Time spent on homework and academic achievement

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Abstract
As part of a wider study of the relationship between home and school factors and academic achievement in a local authority grammar school an investigation was made of the relationship between the pupils’ self‐report of the time they spent on homework and their levels of achievement in school examinations. Pupils varied considerably in the amounts of time they reported spending on their homework, and levels of time on homework had a fairly strong positive association with academic achievement. This association was maintained when verbal reasoning scores at entry to the school and parental class and education were controlled. However, the association between time on homework and performance was considerably stronger for pupils from working‐class backgrounds and pupils whose parents had not themselves had experience of a selective school than for other pupils. Parental social class and education were only weakly related to the amount of time their children spent on homework and part‐time employment and the amount of time spent watching television were not related to time on homework. The variable with the strongest relationship with time on homework was how regularly parents signed their child's homework diary.

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