Experiences and Opinions of Parents Regarding Homework in Irish Primary Schools

Abstract

Homework is widely assigned in Irish schools, impacting children, parents, and teachers alike. A considerable amount of energy is expended on homework, although there is no official policy at the departmental level. As a traditional practice, homework has come under increasing scrutiny in recent years. While research into its benefits for young children has been inconclusive, it remains an important feature of school life. Many see it as a valuable home-school link, but some feel that the disadvantages outweigh the benefits. This small-scale study examined the experiences of parents in one primary school. The researcher sought to assess the level and type of parental involvement in homework. In doing so, it was hoped to assess homework’s impact on family life. Parental opinions were sought on homework’s influence on academic achievement, and its potential non-academic benefits. A quantitative, survey design instrument was used to gather data. A questionnaire was distributed to all families in a Dublin senior school. 168 valid responses were returned. Analysis of the data revealed a high level of parental involvement in homework, finding most parents positively disposed towards the practice. Nevertheless, a certain level of dissatisfaction was reported. Homework was said to cause a good deal of upset in the family home. A balanced approach to homework was favoured, with many participants believing that it should be limited in primary school. Parents in this sample were not involved with policy creation, and most were unfamiliar with the school’s current policy. This dissertation will provide a review of the literature regarding homework, with a focus on the limited research undertaken in Ireland. The methodology will be discussed, and the features of the research instrument outlined. The results of the survey will be analysed in relation to the aims of the study and recommendations will be made.