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Topical Reference List:
A Study on Homework and Performance
Abstract
People have always wondered if homework helps students academically. It has always been up
to the teacher discretion when assigning homework or not. This paper will have quantitative and
qualitative references that relate to homework and academic or nonacademic performance. The
references seem to specify that homework will have a positive effect on the academic
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performance of students if the homework is based on tests, varied by time, or gamified. If
students manage their time well and complete their homework, they will have higher academic
performance. Overall, homework has a positive effect on the academic performance of
elementary students.
Topical Reference List:
A Study on Homework and Performance
The purpose of this literature review is to examine how homework impacts the academic
and nonacademic performance of elementary school students. The question that is being
addressed in this paper is: Among elementary schools, how does homework impact the
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academic and nonacademic performance of students? Many journal articles analyze and
discuss how academic and nonacademic performance is affected by homework. The topic of
how homework affects academic and nonacademic performance is important because it will
allow educators to see if homework is worth being assigned or if homework is wasting students
time after school hours.
References
Dolean, D. D., & Lervag, A. (2022). Variations of homework amount assigned in
elementary school can impact academic achievement. The Journal of Experimental
Education, 90(2), 280-296. https://doi.org/10.1080/00220973.2020.1861422
This article is a quantitative study. The purpose of this study is to determine whether
different amounts of homework impact academic achievement. The participants in this study are
440 second graders. Each group received different amounts of homework. The results of this
study show that students who have a moderate amount of homework show academic
achievement. If students have increased homework, then students will have positive academic
achievement. A larger amount of homework will benefit students in spelling and writing.
Grijalva-Quiñonez, C. S., Valdés-Cuervo, A. A., Parra-Pérez, L. G., & Vázquez, G. (2020).
Parental involvement in Mexican elementary students’ homework: Its relation with
academic self-efficacy, self-regulated learning, and academic achievement. Psicología
Educativa (Madrid), 26(2), 129-136. https://doi.org/10.5093/psed2020a5
This article is a quantitative study. The purpose of this study is to determine the relationship
between parent involvement with homework and academic achievement. The participants in this
study were 823 students in fifth and sixth graders. The results of this study show that parental
autonomy support with homework has a positive effect on academic achievement. Parents who
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encourage self-initiation, provide structure, and acknowledge feelings will help their children.
The study also shows that parental control with homework has a negative effect on academic
achievement. Parents who take control of every aspect and put pressure on their children will
not help them in school.
Holland, M., Courtney, M., Vergara, J., McIntyre, D., Nix, S., Marion, A., & Shergill, G. (2021).
Homework and children in grades 3–6: Purpose, policy and non-academic impact. Child
& Youth Care Forum, 50(4), 631-651. https://doi.org/10.1007/s10566-021-09602-8
This article is a quantitative study. The purpose of this study is to determine if there is a
relationship between homework and nonacademic performance. This would include emotional
health, sleep habits, and parent-child relationships. The participants in this study are 397
students who are in grades 3-6, 442 parents, and 28 teachers. The results of this study show
that homework has a moderate impact on emotional health, sleep, and relationships. Non
academic performance can also affect academic achievement in classrooms.
Li, A., & Hamlin, D. (2019). Is daily parental help with homework helpful? Reanalyzing
national data using a propensity score–based approach. Sociology of Education, 92(4),
367-385. https://doi.org/10.1177/0038040719867598
This article is a quantitative study. The purpose of this study is to determine if parental help with
homework will improve academic performance. The participants in this study were 11,741
kindergarten students and parents. The study uses first and third grade test scores. The results
of this study use a propensity score-based approach. This study shows that parents with a high
propensity to provide daily help with homework will be very beneficial because the student will
have high academic achievement.
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Metwally, A. H. S., Chang, M., Wang, Y., & Yousef, A. M. F. (2021). Does gamifying homework
influence performance and perceived gameful experience? Sustainability, 13(9), 4829.
https://doi.org/10.3390/su13094829
This article is a quantitative and qualitative study. The purpose of this study was to determine
how students perform when doing their homework if it is gamified or not. The participants in this
study were 84 sixth grade primary students. There were 40 in the experimental groups and 44 in
the control group. 14 students also participated in an interview from the experimental group. The
results of the study show that more students completed regular homework than gamified
homework but gamification is helpful for student learning. The interview shows that students
enjoy homework achievement when doing gamified homework. This is due to motivation and
engagement.
Peters, K. P., Vollmer, T. R., Donaldson, J. M., & Walker, S. F. (2022). Assessment of variables
contributing to academic task engagement. Education & Treatment of Children, 45(2),
135-143. https://doi.org/10.1007/s43494-021-00065-z
This article is a qualitative study. The purpose of this study is to examine homework academic
completion when the student is distracted. The participants in this study were 6 fourth graders.
They were staying after school for a program. The results show that when a student is
distracted then less homework problems are getting answered. Therefore, less academic
achievement is going on because the student isn't focused.
Shao, Y., Liu, H., Zhao, P., Liu, Q., & Liu, J. (2024). Relationship between homework
time and academic and non‐academic performance in china: A preliminary test of the
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nonlinear hypothesis. British Educational Research Journal, 50(1), 218-240.
https://doi.org/10.1002/berj.3920
This article is a quantitative study. The purpose of this study is to analyze the results of cut-off
times in homework to see which cut-off value has high academic performance. The participants
in this study were 154,625 fourth graders. The results show that if fourth grade students spend
only 1.2 hours or less on homework then academic scores are positively correlated. Different
grade levels will have different cut-off values for homework.
Simweleba, N. H., & Serpell, R. (2020). Parental involvement and learners’ performance in rural
basic schools of zambia. South African Journal of Childhood Education, 10(1), 1-13.
https://doi.org/10.4102/sajce.v10i1.608
This article is a qualitative study. The purpose of this study is to assess whether an intervention
that helps parents have involvement in their child’s homework would improve the learners
performance. The participants in this study are 84 grade four learners and 84 parents. The
results of this study show that the intervention is effective in improving learner performance
because test scores were higher. If parents are getting knowledge about the homework and
strategies, then they will be able to help their learner in the best way possible.
Valle, A., Piñeiro, I., Rodríguez, S., Regueiro, B., Freire, C., & Rosário, P. (2019). Time spent
and time management in homework in elementary school students: A person-centered
approach. Psicothema, 31(4), 422-428. https://doi.org/10.7334/psicothema2019.191
This article is a quantitative study. The purpose of this study is to identify the time spent on
homework and analyze the amount of homework completed and academic achievement. The
participants in this study are 968 students of primary education. The results of this study show
that students who manage their time and get the most homework done have higher academic
achievement. The homework is helping the students keep up with their academics.
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Wu, D., Li, H., Zhu, S., Yang, H. H., Bai, J., Zhao, J., & Yang, K. (2023). Primary students’
online homework completion and learning achievement. Interactive Learning
Environments, 1–15. https://doi.org/10.1080/10494820.2023.2201343
This article is a quantitative study. The purpose of this study is to examine the relationship
between completion of online homework and academic achievement of students. The
participants in this study were 66 fourth grade students. The results of this study show a positive
effect of online homework completion and the students academic achievement. The homework
makes sure students are understanding and retaining the material that is taught.
Summary
There are five themes presented in this topical reference list that come from the cited
articles above. The themes are gamifying homework, amount of homework, time management,
parent involvement and online learning. The research indicates that homework does affect
academic performance based on the statistical data and interviews in the studies. The studies
indicate that homework affects academic performance in a positive way. The academic
performance of students is very important in the classroom. With nonacademic performance,
there is a moderate impact on emotional health and sleep. If students are lacking good
emotional health and sleep, then they will not perform well academically in the classroom.
