homework, parents, home-school communication, supports for learning
This paper examines the current practice and effectiveness of administering homework in Irish
primary schools. The value of homework was explored from three perspectives. A literature
review provided the evidence for and the background to administering homework. School
policies from a cluster sample of three schools were studied and areas of agreement and
discordance identified. A convenience sample of 90 parents was surveyed using a questionnaire
based on the literature review findings. The questionnaire contained both single response items
on a Likert Scale and free response questions. Responses were documented, data analysed and
recommendations proposed. We concluded that it is not the giving of homework per se that is
of value but that the type of homework that is administered is more important. Homework that
is too difficult; takes too long to complete, or is seen to be inappropriate or of no relevance to
the child, may actually have an adverse effect.