Student and Parental Perception on Homework: Evidence from PIRLS for Slovenia

Abstract

This study explores homework practices and perceptions among Slovenian fourth-grade students and their parents, using data from PIRLS 2021 and national additions. Homework remains a contentious topic, often debated in terms of necessity and impact. The study examines the degree of parental involvement in their children’s homework, focusing on its association with family socioeconomic status (SES) and students’ reading achievement, as well as the students’ attitudes towards homework. A mixed-methods approach was employed, combining quantitative analyses from reading tests and contextual questionnaires with qualitative insights from open-ended parental responses. The results show that most Slovenian parents actively assist their children with homework, yet frequent involvement correlates with lower reading scores, potentially reflecting increased support for struggling students. Parental motivations emphasize educational purposes, such as reinforcement of knowledge and monitoring progress, and developmental goals like fostering work habits and confidence. Among students, attitudes towards homework are generally positive, with many acknowledging its instructional benefits. However, a significant portion find homework boring or excessive, which negatively correlates with achievement. The study highlights disparities linked to SES, with students from higher SES families demonstrating greater independence and more favorable attitudes. These findings underscore the need for balanced homework practices that consider quality over quantity, individualization in design, and collaborative communication with parents. Implications for policy include fostering autonomy and reducing SES-based inequalities.

Keywords

• homework
• students
• parents
• reading literacy
• PIRLS 2021