« Previous | Contents | Next »
Listen
PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT 2000 - SCOTLAND ANALYSIS
Homework
9. Twenty three per cent of 15 year olds in Scotland stated that most or all of the time they did their homework while watching television. Thirty one per cent felt that they were never given interesting homework. The percentage of pupils who reported that their teachers grade and make useful comments on their homework is much higher in Scotland than the OECD average. Pupils who completed their homework on time tended to score considerably higher than those who did not, but those who found homework interesting most of the time actually tended to score lower than those who recognised it as interesting only some of the time. Similarly, completing homework during the school day some of the time had a positive relationship with reading scores.
Table 24a Percentage and performance on the PISA reading literacy scale of students by responses to questions on homework, Scotland
Proportion of 15 year olds who state that: | Scotland | Scotland |
Never | Sometime | Most or all the time | Never | Sometime | Most or all the time |
| they complete their homework on time | 3% | 19% | 78% | 427 | 477 | 543 |
| they do their homework while watching the television | 27% | 50% | 23% | 536 | 532 | 510 |
| their teachers grade their homework | 2% | 19% | 79% | 444 | 516 | 532 |
| they finish their homework during the school day | 39% | 53% | 7% | 518 | 540 | 488 |
| their teachers make useful comments on their homework | 9% | 45% | 47% | 492 | 528 | 534 |
| they are given interesting homework | 31% | 54% | 15% | 512 | 541 | 512 |
Table 24b Percentage and performance on the PISA reading literacy scale of students by responses to questions on homework, UK
Mean reading score of 15 year olds who state that: | UK | UK |
Never | Sometime | Most or all the time | Never | Sometime | Most or all the time |
| they complete their homework on time | 2% | 19% | 78% | 429 | 483 | 539 |
| they do their homework while watching the television | 27% | 48% | 25% | 536 | 531 | 504 |
| their teachers grade their homework | 2% | 21% | 77% | 419 | 503 | 535 |
| they finish their homework during the school day | 31% | 61% | 9% | 521 | 532 | 496 |
| their teachers make useful comments on their homework | 7% | 42% | 50% | 480 | 522 | 536 |
| they are given interesting homework | 28% | 58% | 15% | 508 | 537 | 518 |
Table 24c Percentage and performance on the PISA reading literacy scale of students by responses to questions on homework, OECD
Mean reading score of 15 year olds who state that: | OECD | OECD |
Never | Sometime | Most or all the time | Never | Sometime | Most or all the time |
| they complete their homework on time | 5% | 26% | 70% | 437 | 471 | 518 |
| they do their homework while watching the television | 36% | 42% | 23% | 503 | 507 | 491 |
| their teachers grade their homework | 12% | 40% | 49% | 490 | 509 | 500 |
| they finish their homework during the school day | 22% | 55% | 23% | 491 | 509 | 496 |
| their teachers make useful comments on their homework | 23% | 51% | 25% | 500 | 506 | 497 |
| they are given interesting homework | 37% | 49% | 14% | 507 | 510 | 464 |
10. Students who spent longer on their English homework tended to score higher, but this did not necessarily hold if more than 3 hours was spent. Scottish children tended to spend less time on their homework than their counterparts in the rest of the UK, with more than double the proportion spending no time at all on homework.
Table 25 Percentage of students and performance on the PISA reading literacy scale, by length of time spent on English homework, Scotland, UK & OECD
Proportion of 15 year olds and mean reading score of 15 year olds who spend each week on their English homework:
| Percentage | Mean reading score |
Scotland | UK | OECD | Scotland | UK | OECD |
| no time | 12% | 5% | 14% | 490 | 463 | 483 |
| less than 1 hour | 35% | 25% | 34% | 521 | 502 | 491 |
| 1 to 3 hours | 43% | 56% | 39% | 541 | 538 | 513 |
| more than 3 hours | 10% | 14% | 13% | 541 | 545 | 523 |
« Previous | Contents | Next »