Preferably often, but not too much - Homework and the development of achievement and interest in math-instruction in seventh grade

Homework is usually a fixed out-of-school extension of the regular instruct ion, although previous studies in German classrooms have provided weak evid ence for its effectiveness. To investigate the impact of homework more syst ematically, we analyzed a subsample of the study "Learning Processes, Educa tional Careers, and Psychosocial Development in Adolescence and Young Adult hood" (BIJU). Multi-level analyses based on 2123 7(th) graders in 132 class es revealed that the frequency of homework (how often homework was assigned ) had a positive effect on math achievement, while the length of homework h ad a negative effect but reduced the achievement variance between students within classes. There was no support for the assumption that students with higher socio-economic background had greater benefits from homework. The ac hievement gains of students who reported parental monitoring of homework co mpletion were comparably low. Regarding the development of interest, the fi ndings suggest that students who needed a long time to finish their homewor k had a stronger decline in math interest during one school year than stude nts who needed less time to finish their assignments.