Students' Achievement and Homework Assignment Strategies. Rubén Fernández-Alonso, Marcos Álvarez-Díaz, Javier Suárez-Álvarez y José Muñiz
The results of this research show that assigning large volumes of homework increases inequality between students in pursuit of minimal gains in achievement for those who least need it. Therefore, in terms of school efficiency, and with the aim of improving equity in schools it is recommended that educational policies be established which optimize all students' achievement.
In the first place, time spent on homework at the individual level was found to have a negative effect on achievement,
The conclusion is that, schools with more homework tend to exhibit more variation in student achievement.
The data seem to be in line with those who argue that homework is a source of inequity because it affects those less academically-advantaged students and students with greater limitations in their home environments (Kohn, 2006; Rømming, 2011; OECD, 2013b).
If quality compulsory education is that which offers the best results for the largest number (Barber and Mourshed, 2007; Mourshed et al., 2010), then assigning an excessive volume of homework at those school levels could accentuate differences, affecting students who are slower, have more gaps in their knowledge, or are less privileged, and can make them feel overwhelmed by the amount of homework assigned to them (Martinez, 2011; OECD, 2014b; Suárez et al., 2016).
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