Impact of Homework Practices on Middle Level Students (Grades 5-8)

Schuylkill Valley Middle School did not have a guideline for consistent homework use among the teaching staff, which resulted in irregular homework practices. This irregularity emphasized a need for consistent homework guidelines that all teachers can follow. The purpose of this study was to identify the impact of homework on students at Schuylkill Valley Middle School from the perspectives of teachers and parents. Additionally, I wanted to identify best practices for homework at the middle level so that homework could be used as an effective educational tool to best meet the academic and social/emotional needs of the students. In this mixed methods study, I examined and analyzed answers provided on anonymous surveys (Appendix A & B) distributed electronically to teachers and parents of students at Schuylkill Valley Middle School, as well as reviewed archived gradebook data to check for consistency among perceptions and practices. Three research questions guided the study, focusing on homework perceptions, benefits and challenges, and trends and best practices. The survey data indicated that parents and teachers agreed on the value, benefits, and challenges associated with homework at the middle level. However, parents’ and teachers’ perceptions of best practices were not aligned. With that, the gradebook data indicated that teachers’ perceptions and practices did not match. This resulted in the establishment of recommended homework guidelines to be consistently used by all teachers moving forward. Additionally, recommendations were made for further research regarding homework use and design.