Polska szkoła podstawowa w obliczu braku obligatoryjnych prac domowych uczniów

Abstrakt

This article contributes to the discussion on primary school students’ homework by examining the conditions for its use in the context of historical and contemporary challenges of child and adolescent development. The aim of this paper is to deepen the discussion on the issue of homework in education, its objectives, functions, and to analyse existing research findings concerning its effectiveness in primary schools. The findings highlight the excessive burden of homework on Polish students and indicate a range of negative consequences stemming from poorly designed, overly frequent assignments. However, research results remain inconclusive, and their methodological foundations are often debatable. The Ministry of National Education’s regulation limiting the use of homework in primary schools has reignited the debate about its role in the educational and developmental process, as well as the broader approach to implementing changes in Polish education. Instead of asking whether homework should be assigned, a better question might be: how can homework be assigned to ensure it is effective, developmental, and motivating for students? Addressing these questions requires a review of both Polish and international research and analyses to provide a solid empirical basis for informed conclusions.