The Educational Research Institute has been commissioned by the Ministry of National Education to implement the project “How to support pupils in independent learning?”
Aim
The project’s aim is to develop a comprehensive system of activities to support the school community in implementing the recommendations arising from the Resolution of the Ministry of Education of 22 March 2024 amending the Resolution on grading, classifying and promoting pupils and auditors in public schools (Journal of Laws 2024, item 438).
Target group
The project's activities will include pupils and their parents/guardians, teachers and school directors. Appropriate aids will be prepared for each group, such as publications, graphics, posters, as well as guidelines and recommendations.
Description
The excessive amount of homework in Polish schools has become a subject of discussion in terms of its adverse effects on the mental, social and even physical well-being of pupils. Studies have shown that excessive homework does not translate into the effectiveness of the educational process and the results achieved by pupils.
In the international PISA 2022 survey diagnosing skill levels in reading, mathematics and science, pupils (aged 15) were asked about "homework," among other things. Responses in Poland indicated that homework takes up to 6.6 hours per week. By comparison, pupils in Finland and Korea declared that they spend less than three hours a week on homework. Shanghai pupils are at the opposite extreme, they declare spending as much as 14 hours a week on homework.
International experiences thus vary. Nonetheless, given that the average number of hours devoted to homework in OECD countries is about five hours, one can conclude that Polish pupils devote on average about 1.5 hours more to homework than pupils in other OECD countries.
Homework can be considered problematic for several reasons:
Excessive workload: Too much homework can lead to an excessive workload for pupils, which can negatively affect their mental and physical health. Homework takes up time that pupils could devote to rest, physical activity, time with family, interacting with peers, developing their own interests or extracurricular activities.
Social inequality: Not all pupils have equal opportunities and the chance to complete homework. Pupils with limited access to educational resources, such as access to the internet, materials or family support, may have a harder time completing homework assignments at an appropriate level, which can exacerbate social inequalities and adversely affect academic performance – teachers often only assess work outcomes, which can vary due to a pupil's access to appropriate resources. Indeed, in every country participating in PISA 2012, socioeconomically advantaged pupils were found to spend an average of 1.6 hours more on homework than pupils of lower socioeconomic status.
Lack of evidence of effectiveness: Despite the widespread belief that homework contributes to better educational outcomes, research shows mixed results. Some studies suggest that homework may be ineffective in improving pupil achievement, and may even have a negative impact on pupils' motivation and interest in learning.
High stress: Homework can be a source of stress and pressure for pupils, especially if they have numerous extracurricular responsibilities or challenges at home. An excess of homework can lead to chronic stress, which negatively affects pupils' mental health. This is especially true when a pupil is unable to complete/solve a task on their own and has no help in doing so. Stress and overload are also generated by tasks that are beyond the capabilities (including cognitive capabilities) of pupils.
As a result, there is an urgent need to change the thinking about the role and importance of homework in the context of diagnosing, monitoring pupils' educational achievement and, consequently, supporting pupils' development by strengthening their resources. It is worth taking into account the demands of today's changing labour market, in whose active participation pupils are preparing for at school. This requires developed learning skills, independence, taking initiative, problem-solving skills (cf. ZSU 2030). Therefore, the issue of the quality and purpose of assigned homework is important, so that it serves the actual development of the pupil, including in the context of preparing them for the transition to the labour market.
Activities
Project tasks are aimed at creating a comprehensive system of activities to support the school community in implementing the regulation’s recommendations by:
- Developing informational materials for teachers of grades I-III and grades IV-VIII of primary and post-primary schools entitled "How to support pupils in independent learning?
- Developing manuals for school directors, teachers, pupils of classes I-III, IV-VIII and post-primary schools and parents on: "How to support independent learning?
- Developing and distributing webinars and videos for all audiences
Results
- Preparation of a set of informational materials for teachers of classes I-III, IV-VIII and post-primary schools entitled: "How to support pupils in independent learning?"
- Preparation of manuals for school directors, teachers and parents of pupils in grades I-III, IV-VIII and post-primary schools on "How to support the process of independent learning?"
- Webinars conducted for teachers, school directors and parents/guardians of pupils
- Preparation of videos for pupils in grades I-III, IV-VIII and post-primary schools
Agreement signed: 29 March 2024
