Een grootschalig onderzoek van de schoolloopbaan van Engelse leerlingen vaanaf de pre-school tot en met het secundair onderwijs wees uit welke factoren heel belangrijk zijn ook op lange termijn. Het al dan niet gevolgd hebben hebben van de pre-school bleek o.a. heel belangrijk en het meest nog voor sociaal benadeelde kinderen. In deze studie stelden de onderzoekers ook het grote belang vast van het huiswerk. De bevi...ndingen staan haaks op de vaak laatdunkende uitlatingen over huiswerk, ook in Klasse van vorig jaar.
Students educational and developmental outcomes at age 16 .Effective Pre-school, Primary and Secondary Education (EPPSE 3-16)
Belang van huiswerk
De algemene conclusie luidt: spending more time on homework is likely to increase students study skills and opportunities to learn. It may also be influenced by and provide an indicator of self- regulation. Homework is likely to reflect secondary schools policies, teachers expectations and the academic emphasis in the school as well as encouragement from parents to take school work seriously. These results show that independent study and effort by students are important contributors to academic success at GCSE over and above the important role of all the other background influences and prior attainment in KS2.
We lezen verder: After controlling for individual, family, home learning environment (HLE) and neighbourhood influences, the daily time spent on homework, as reported by students in Year 9 and again in Year 11, was an important and strong predictor of better academic attainment and progress in both KS3 and KS4. The strongest effects were noted for those who reported spending 2-3 hours doing homework on a typical school night. For example, students who reported in Year 9 spending between 2 and 3 hours on homework on an average weeknight were almost 10 times more likely to achieve 5 A*-C (OR=9.97) than students who did not spend any time on homework. A similarly strong result was found for the time spent on homework reported in Year 11 (OR=9.61).
Moderate to strong positive effects of time spent on homework were found for total GCSE score, specific GCSE grades and the benchmark indicators, but also on overall academic progress and progress in specific subjects.
Kathy Sylva , Edward Melhuish , Pam Sammons , Iram Siraj and Brenda Taggart with Rebecca Smees , Katalin Toth , Wesley Welcomme and Katie Hollingworth University of Oxford; Birkbeck, University of London; Institute of Education, University of London