Teacher educator Curtis Chandler breaks down several evidence-based homework practices that engage students and strengthen learning.
By Curtis Chandler
Few topics spark as much debate among teachers, students, and parents as homework. Some see it as essential for reinforcing learning, strengthening memory retention, and helping students build solid study habits. Others view it as a source of unnecessary stress that does little to improve achievement.
In truth, homework’s reputation has been tainted not by what it is, but by how it’s often used.
Too many take-home tasks focus on repetition instead of reasoning, quantity instead of quality. As a result, I’ve come to think of homework as food for the brain. When rich in quality and purpose, it nourishes understanding. When it’s routine busywork, it’s nothing more than educational junk food.
Too much of the wrong kind of homework leaves students overloaded and unmotivated, while high-quality tasks provide the fuel necessary for growth and lasting learning. When designed well, homework can be a powerful learning tool. It helps students strengthen key skills, connect ideas, and grow as confident, independent learners.
Focus on Practice and Purpose
The most effective homework reinforces what students have already learned in class. Research consistently shows that students benefit most when homework assignments allow them to practice familiar skills, rather than tackle new content on their own (Marzano & Pickering, 2007; Brown et al., 2014).
And remember—more isn’t necessarily better. Five carefully chosen problems that stretch students’ thinking are more valuable than fifty repetitive ones. Beyond a moderate amount, additional homework doesn’t lead to higher achievement and increases stress (Cooper et al., 2006).
Whether they are preparing for tomorrow’s discussion, revisiting today’s math strategy, or applying a concept in a new context, we must help students understand why their homework matters. When students understand the “why,” their motivation and achievement rise (Trautwein et al., 2009). We can achieve this by explicitly framing the purpose of homework with clear, student-friendly language:
- For reinforcement, try: “This geometry assignment is your retrieval practice. By doing these three problems, you’re forcing your brain to pull that formula out of long-term memory, which makes it ‘stick’ better than just looking at your notes.”
- For preparation, tell them: “Your job tonight is not to simply read the articles. It is to prep for tomorrow’s debate on the causes of the Civil War. As you read the two primary sources, highlight two details from each document that you could use as evidence to support the economic or moral argument. This is your chance to gather your ammunition, so you’re ready to jump into the debate the moment class starts!”
- For consolidating a skill, say something like: “You tackled paragraph structure today. Your homework assignment is to write one perfect paragraph on an informational topic of your choice. The goal is not length, but mastery of this single structure.”
Encourage Thinking, Ownership, and Engagement
High-quality homework engages students’ minds, not just their memory. Tasks that require learners to analyze, apply, and create will deepen understanding and result in long-lasting learning (Merrill, 2002). Instead of always assigning repetitive problems, offer opportunities for students to make connections and show understanding/reasoning in different ways.
For example, replace “Do these 10 problems” with prompts like these that promote thinking …
- “Choose one problem and record a short video explaining how you solved it.”
- “Find a real-world example of this concept in action to share during tomorrow’s class.”
- “Create a quick diagram or visual to show how today’s lesson connects to yesterday’s.”
When students explain their thinking or link new ideas to what they already know, they engage in the kind of mental effort that strengthens long-term memory and the ability to apply knowledge and skills in new contexts. As teachers, we can design thoughtful assignments that challenge students to reflect, reason, and transfer learning. Our goal…to transform homework from a routine task into an extension of real understanding.
Equally important is helping students feel a sense of ownership and engagement. Homework should feel like something students do for themselves, not something that’s done to them. The good news is that engagement and effort spike when learners have small choices in what or how they practice (Patall, Cooper, & Robinson, 2008). Allow your students to select odd or even problems, choose which writing prompt to respond to, or pick three questions they feel least confident about. These small options communicate trust and empower students to take responsibility for their learning.
Homework also becomes more motivating when connected to authentic purposes and audiences. A single open-ended task – shared with a family member, posted on a padlet or class website, or presented briefly in class – can generate enthusiasm and effort compared to a full worksheet. Middle-level students, in particular, are energized by assignments that tie to issues of fairness, creativity, or helping others (Daniels & Bizar, 2018). Even small touches – such as including examples from music, pop culture, sports or current events – can make homework feel relevant and alive.
Extend Learning Without Exhausting Students
One of the most common homework mistakes – even for well-meaning teachers – is assigning too much. Homework overload ranks among the top stressors for middle and high school students, often pushing aside sleep, extracurriculars, and family time (Galloway, Conner, & Pope, 2013). When tasks become excessive, students rush, copy, or disengage – undermining the very habits we hope to build. The solution is simple: focus on quality over quantity. Every assignment should have a clear purpose that extends learning without overwhelming students.
Be realistic about time and circumstance. A task that feels “quick” to us may take a student twice as long, especially if they’re still building confidence. Ask for feedback – How long did it take? What helped you learn? Where did you get stuck? – and use it to refine future assignments.
Not all students have equal access to technology, internet, or quiet spaces, so offer flexibility with deadlines and formats to keep homework fair and doable. Because homework is meant for practice, not perfection, avoid grading for accuracy. Instead, provide brief feedback or completion points to reinforce learning and encourage persistence (Marzano & Pickering, 2007).
Even the best-designed homework sometimes misses the mark, and that’s okay – it’s useful information. Conduct a simple “homework audit” – observe how students begin a task, note where confusion arises, and gather quick feedback on how long it took and what helped most. Use what you learn to adjust. Keep what works, revise what doesn’t, and drop what adds little value. Over time, these small refinements make homework more intentional, equitable, and worth doing.
Teacher Takeaway: Purpose, Not Pressure
Homework doesn’t have to be a nightly battle or a meaningless routine. When designed with purpose, it can reinforce learning, strengthen memory, and build habits of independence. The key is intention – choosing tasks that help students think, connect, and apply what they’ve learned rather than just repeat it. When homework feels manageable, meaningful, and fair, it becomes a tool for growth instead of a source of frustration.
For new teachers, start small. Before assigning homework, ask yourself: What’s the purpose of this task? Will it help students learn, or just keep them busy? How might choice, clarity, or relevance make it better? Thoughtful planning – paired with a willingness to listen, adjust, and learn from your students – will help you create homework that truly works. The best homework isn’t about how much students do; it’s about how much they learn from doing it.
References
Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Harvard University Press.
Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of educational research, 76(1), 1-62.
Daniels, H., & Bizar, M. (2005). Teaching the best practice way: Methods that matter, K-12. Stenhouse Publishers.
Marzano, R. J., & Pickering, D. J. (2007). Special topic: The case for and against homework. Educational leadership, 64(6), 74-79.
Merrill, M. D. (2012). First principles of instruction. John Wiley & Sons.
Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis. Review of educational research, 78(4), 1039-1101.
Trautwein, U., & Lüdtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19(3), 243-258.
Dr. Curtis Chandler is a former middle grades ELA teacher and now education professor at Brigham Young University-Idaho in Rexburg. Curtis has been a Kansas State Teacher of the Year and a KS regional instructional tech coach. “I am a middle school teacher through and through,” he says. He enjoys spending time with his wife and his favorite students – his four sons. Curtis has penned two blogs for MiddleWeb: Class Apps (insightful articles about blending tech and teaching strategies) and New Teacher Tips, a series of articles dedicated to preservice and beginning educators.
