Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003

By H. Cooper, Jorgianne Civey Robinson, Erika A. Patall. 2006

1,236 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6b7770893ace1abfcf0cd646e70261a8680e94f6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Education

Citations in the corpus

Parent Involvement in Homework: A Research Synthesis (2008, background): “Students who do homework have better school outcomes than students who do not (Cooper, 1989; Cooper et al., 2006).”
Teachers’ Feedback on Homework, Homework-Related Behaviors, and Academic Achievement (2015, background): “Whereas some previous reviews report a positive relation between time spent on HW and achievement (e.g., Cooper, 1989; Cooper et al., 2006; Cooper & Valentine, 2001), other investigations claim that same relation to be as either rather low or even negative (e.”
The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (2007, background): “It is important to realize that the two meta-analyses conducted by Cooper (Cooper, 1989a; Cooper et al., 2006) reviewed a wide array of studies.”
Parental Autonomy Support and Student Learning Goals: A Preliminary Examination of an Intrinsic Motivation Intervention (2011, background): “Since homework is positively related to children’s academic achievement ( Cooper et al. 2006 ) and is a source of stress for many families, it is important to develop interventions that empower parents to provide autonomy support and help their children build autonomous motivation for doing”
Between-teacher differences in homework assignments and the development of students' homework effort, homework emotions, and achievement. (2009, background): “At the same time, many studies have failed to find positive homework effects (Buell, 2004; Cooper et al., 2006), and characteristics of most studies on the homework–achievement relationship (e.g., neglect of the multilevel structure and potential third variables, issues concerning the direction of…”
Metacognition and control of study choice in children (2013, background): “…effect of homework at the junior high level, and there is no benefit to homework and selfstudy at the elementary school level: “The correlation between time spent on homework and achievement was not significantly different from zero for elementary school children” (Cooper et al. 2006, p., 43).”