From a systematic literature review of scholarly/peer-reviewed journal articles and books published between 20 (articles n=89, books n=8), we recommend the development of an organic national policy on homework, for both primary and post-primary schooling sectors, based on principles of partnership/recognition, communication, and guidance. It provides a synthesis of recent international research about homework and suggests proposals for Irish educational policy makers. This paper focuses on homework from the perspectives of parents, teachers, and children. No government policy on homework exists in Ireland, despite being a topical issue. The findings pose some challenges to beliefs (or 'conventional wisdom') such as homework having an unquestionably positive impact on learning, and the more homework the better. Two themes emerged from the interviews, namely the presence/absence of the perceived value of homework and positive/negative emotions associated with homework. ![]() Although HW was associated with school banding, we found no relationship between HW and AA when grouping the participants by banding and gender. The findings revealed no statistically significant relationships between HW and AA. ![]() 434 tertiary-level students completed a survey and 24 of them also attended follow-up individual interviews. This mixed-methods study examined whether the estimated amount of homework completed (HW) in primary and secondary education is related to learners' academic achievement (AA), and what learners' perceptions of the value of homework are. Completing homework is a highly common task shared by nearly all primary-and secondary-level learners throughout their compulsory education globally.
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