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Researchers from Maynooth University in Ireland have made notable strides in understanding how homework influences student performance in mathematics and science. Led by Prof Andrew Parnell, Nathan McJames, and Prof Ann O’Shea, the team applied a novel artificial intelligence model to data sourced from the “Trends in International Mathematics and Science Study” (TIMSS 2019).
The study focused specifically on a sample of 4,118 second-year secondary school students in Ireland, analyzing how different homework approaches impacted their academic performance in these subjects.
Entitled “Little and often: Causal inference machine learning demonstrates the benefits of homework for improving achievement in mathematics and science,” this research was published in the journal Learning and Instruction, contributing fresh evidence regarding how the frequency and duration of homework relate to student outcomes.
Prioritizing Frequency Over Length
The findings of the study indicate that the frequency of homework assignments holds greater significance over the total time spent on homework. Specifically, it was discovered that daily homework significantly enhances students’ mathematics performance, whereas science achievement sees the greatest improvements with assignments given three to four times a week.
Benefits of Brief Assignments
The research further revealed that shorter homework tasks, typically lasting around 15 minutes, could yield results comparable to those of longer assignments. This emphasizes the advantage of maintaining consistent, brief homework to foster learning without overwhelming students.
Equitable Advantages for All Students
In a departure from previous studies suggesting disparities based on socioeconomic status, this research concluded that students from various backgrounds benefit equally from homework. The authors recommend homework strategies that emphasize regular, short assignments as a means to enhance engagement and academic performance while minimizing stress levels.
Nathan McJames, who led the research, remarked, “Our findings strongly support the idea that regular homework can significantly boost student performance, particularly when it is structured as ‘little and often.’ This approach not only aids in academic achievement but also allows students to balance school responsibilities with other vital activities outside the classroom.”
Prof Andrew Parnell reinforced the robustness of their study, stating, “Utilizing advanced causal inference techniques has fortified the reliability of our results. This research offers valuable insights that can serve as a foundation for evidence-based educational policy reforms, ultimately benefiting a diverse student body.”
More information: Nathan McJames et al, Little and often: Causal inference machine learning demonstrates the benefits of homework for improving achievement in mathematics and science, Learning and Instruction (2024). DOI: 10.1016/j.learninstruc.2024.101968
Citation: Study reveals impact of homework on student achievement in math and science (2024, September 19) retrieved 19 September 2024 from https://phys.org/news/2024-09-reveals-impact-homework-student-math.html
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