Homework and academic achievement in Primary Education

  • Antonio Valle Departamento de Psicología Evolutiva y de la Educación. Universidad de A Coruña. Campus de Elviña s/n. 15071 A Coruña http://orcid.org/0000-0001-8160-9181
  • Irene Pan Departamento de Psicología Evolutiva y de la Educación. Universidad de A Coruña. Campus de Elviña s/n. 15071 A Coruña
  • José C. Núñez Departamento de Psicología. Universidad de Oviedo. Plaza de Feijoo s/n. 33003 Oviedo http://orcid.org/0000-0002-9187-1201
  • Pedro Rosário Departamento de Psicología. Universidad de Minho. Campus de Gualtar. P-4710 Braga. http://orcid.org/0000-0002-3221-1916
  • Susana Rodríguez Departamento de Psicología Evolutiva y de la Educación. Universidad de A Coruña. Campus de Elviña s/n. 15071 A Coruña http://orcid.org/0000-0003-4548-0602
  • Bibiana Regueiro Departamento de Psicología Evolutiva y de la Educación. Universidad de A Coruña. Campus de Elviña s/n. 15071 A Coruña http://orcid.org/0000-0001-8519-960X
Keywords: Homework, involvement in homework, academic achievement, primary education.

Abstract

This paper analyzes the relationship between homework behavior and academic achievement using a sample of students from the last three years of primary education. The variables associated with student involvement in homework were the amount of homework completed, the time spent on homework, and homework time optimization, while academic achievement was estimated based on the grades in mathematics and foreign language (english). The possible effect of the course and gender when calculating the level of predictive variables concerning the homework on academic achievement was analyzed. The results indicated that the amount of homework done and the optimization of the time dedicated at homework significantly and positively predicted academic performance in both subjects.  However, the amount of time spent on homework was not relevant. Finally, while gender was not statistically significant in predicting academic achievement, the course itself was statistically significant: as the course advances the mathematics achievement tends to diminish.

Author Biographies

Antonio Valle, Departamento de Psicología Evolutiva y de la Educación. Universidad de A Coruña. Campus de Elviña s/n. 15071 A Coruña

Departamento de Psicología Evolutiva y de la Educación. Universidad de A Coruña

Catedrático de Universidad

Irene Pan, Departamento de Psicología Evolutiva y de la Educación. Universidad de A Coruña. Campus de Elviña s/n. 15071 A Coruña
Licenciada en Psicopedagogía y Doctoranda en el Departamento de Psicología Evolutiva y de la Educación. Universidad de A Coruña
José C. Núñez, Departamento de Psicología. Universidad de Oviedo. Plaza de Feijoo s/n. 33003 Oviedo

Departamento de Psicología. Universidad de Oviedo.

Catedrático de Universidad

Pedro Rosário, Departamento de Psicología. Universidad de Minho. Campus de Gualtar. P-4710 Braga.

Departamento de Psicología. Universidad de Minho.

Profesor Titular

Susana Rodríguez, Departamento de Psicología Evolutiva y de la Educación. Universidad de A Coruña. Campus de Elviña s/n. 15071 A Coruña

Departamento de Psicología Evolutiva y de la Educación. Universidad de A Coruña

Profesora Contratada Doctora

Bibiana Regueiro, Departamento de Psicología Evolutiva y de la Educación. Universidad de A Coruña. Campus de Elviña s/n. 15071 A Coruña
Licenciada en Psicopedagogía y Becaria FPU en el Departamento de Psicología Evolutiva y de la Educación. Universidad de A Coruña

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Published
25-04-2015
How to Cite
Valle, A., Pan, I., Núñez, J. C., Rosário, P., Rodríguez, S., & Regueiro, B. (2015). Homework and academic achievement in Primary Education. Anales De Psicología / Annals of Psychology, 31(2), 562-569. https://doi.org/10.6018/analesps.31.2.171131
Section
Developmental and Educational Psychology