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11 Surprising Homework Statistics, Facts & Data

homework pros and cons

The age-old question of whether homework is good or bad for students is unanswerable because there are so many “ it depends ” factors.

For example, it depends on the age of the child, the type of homework being assigned, and even the child’s needs.

There are also many conflicting reports on whether homework is good or bad. This is a topic that largely relies on data interpretation for the researcher to come to their conclusions.

To cut through some of the fog, below I’ve outlined some great homework statistics that can help us understand the effects of homework on children.

Homework Statistics List

1. 45% of parents think homework is too easy for their children.

A study by the Center for American Progress found that parents are almost twice as likely to believe their children’s homework is too easy than to disagree with that statement.

Here are the figures for math homework:

  • 46% of parents think their child’s math homework is too easy.
  • 25% of parents think their child’s math homework is not too easy.
  • 29% of parents offered no opinion.

Here are the figures for language arts homework:

  • 44% of parents think their child’s language arts homework is too easy.
  • 28% of parents think their child’s language arts homework is not too easy.
  • 28% of parents offered no opinion.

These findings are based on online surveys of 372 parents of school-aged children conducted in 2018.

2. 93% of Fourth Grade Children Worldwide are Assigned Homework

The prestigious worldwide math assessment Trends in International Maths and Science Study (TIMSS) took a survey of worldwide homework trends in 2007. Their study concluded that 93% of fourth-grade children are regularly assigned homework, while just 7% never or rarely have homework assigned.

3. 17% of Teens Regularly Miss Homework due to Lack of High-Speed Internet Access

A 2018 Pew Research poll of 743 US teens found that 17%, or almost 2 in every 5 students, regularly struggled to complete homework because they didn’t have reliable access to the internet.

This figure rose to 25% of Black American teens and 24% of teens whose families have an income of less than $30,000 per year.

4. Parents Spend 6.7 Hours Per Week on their Children’s Homework

A 2018 study of 27,500 parents around the world found that the average amount of time parents spend on homework with their child is 6.7 hours per week. Furthermore, 25% of parents spend more than 7 hours per week on their child’s homework.

American parents spend slightly below average at 6.2 hours per week, while Indian parents spend 12 hours per week and Japanese parents spend 2.6 hours per week.

5. Students in High-Performing High Schools Spend on Average 3.1 Hours per night Doing Homework

A study by Galloway, Conner & Pope (2013) conducted a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California. 

Across these high-performing schools, students self-reported that they did 3.1 hours per night of homework.

Graduates from those schools also ended up going on to college 93% of the time.

6. One to Two Hours is the Optimal Duration for Homework

A 2012 peer-reviewed study in the High School Journal found that students who conducted between one and two hours achieved higher results in tests than any other group.

However, the authors were quick to highlight that this “t is an oversimplification of a much more complex problem.” I’m inclined to agree. The greater variable is likely the quality of the homework than time spent on it.

Nevertheless, one result was unequivocal: that some homework is better than none at all : “students who complete any amount of homework earn higher test scores than their peers who do not complete homework.”

7. 74% of Teens cite Homework as a Source of Stress

A study by the Better Sleep Council found that homework is a source of stress for 74% of students. Only school grades, at 75%, rated higher in the study.

That figure rises for girls, with 80% of girls citing homework as a source of stress.

Similarly, the study by Galloway, Conner & Pope (2013) found that 56% of students cite homework as a “primary stressor” in their lives.

8. US Teens Spend more than 15 Hours per Week on Homework

The same study by the Better Sleep Council also found that US teens spend over 2 hours per school night on homework, and overall this added up to over 15 hours per week.

Surprisingly, 4% of US teens say they do more than 6 hours of homework per night. That’s almost as much homework as there are hours in the school day.

The only activity that teens self-reported as doing more than homework was engaging in electronics, which included using phones, playing video games, and watching TV.

9. The 10-Minute Rule

The National Education Association (USA) endorses the concept of doing 10 minutes of homework per night per grade.

For example, if you are in 3rd grade, you should do 30 minutes of homework per night. If you are in 4th grade, you should do 40 minutes of homework per night.

However, this ‘rule’ appears not to be based in sound research. Nevertheless, it is true that homework benefits (no matter the quality of the homework) will likely wane after 2 hours (120 minutes) per night, which would be the NEA guidelines’ peak in grade 12.

10. 21.9% of Parents are Too Busy for their Children’s Homework

An online poll of nearly 300 parents found that 21.9% are too busy to review their children’s homework. On top of this, 31.6% of parents do not look at their children’s homework because their children do not want their help. For these parents, their children’s unwillingness to accept their support is a key source of frustration.

11. 46.5% of Parents find Homework too Hard

The same online poll of parents of children from grades 1 to 12 also found that many parents struggle to help their children with homework because parents find it confusing themselves. Unfortunately, the study did not ask the age of the students so more data is required here to get a full picture of the issue.

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Interpreting the Data

Unfortunately, homework is one of those topics that can be interpreted by different people pursuing differing agendas. All studies of homework have a wide range of variables, such as:

  • What age were the children in the study?
  • What was the homework they were assigned?
  • What tools were available to them?
  • What were the cultural attitudes to homework and how did they impact the study?
  • Is the study replicable?

The more questions we ask about the data, the more we realize that it’s hard to come to firm conclusions about the pros and cons of homework .

Furthermore, questions about the opportunity cost of homework remain. Even if homework is good for children’s test scores, is it worthwhile if the children consequently do less exercise or experience more stress?

Thus, this ends up becoming a largely qualitative exercise. If parents and teachers zoom in on an individual child’s needs, they’ll be able to more effectively understand how much homework a child needs as well as the type of homework they should be assigned.

Related: Funny Homework Excuses

The debate over whether homework should be banned will not be resolved with these homework statistics. But, these facts and figures can help you to pursue a position in a school debate on the topic – and with that, I hope your debate goes well and you develop some great debating skills!

Chris

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Opinion: What’s the point of homework?

The following opinion piece authored by Dr Katina Zammit, Deputy Dean, School of Education was first published with full links on  The Conversation (opens in a new window).

Homework hasn’t changed much in the past few decades. Most children are still sent home with about an hour’s worth of homework each day, mostly practising what they were taught in class.

If we look internationally, homework is assigned in every country that participated in the OECD’s Programme for International Student Assessment (PISA) in 2012.

Across the participating countries, 15-year-old students reported spending almost five hours per week doing homework in 2012. Australian students spent six hours per week on average on homework. Students in Singapore spent seven hours on homework, and in Shanghai, China they did homework for about 14 hours per week on average.

Shanghai and Singapore routinely score higher than Australia in the PISA maths, science and reading tests. But homework could just be one of the factors leading to higher results. In Finland, which also scores higher than Australia, students spent less than three hours on homework per week.

So, what’s the purpose of homework and what does the evidence say about whether it fulfils its purpose?

Why do teachers set homework?

Each school in Australia has its own homework policy developed in consultation with teachers and parents or caregivers, under the guiding principles of state or regional education departments.

For instance, according to the New South Wales homework policy “… tasks should be assigned by teachers with a specific, explicit learning purpose”.

Homework in NSW should also be “purposeful and designed to meet specific learning goals”, and “built on knowledge, skills and understanding developed in class”. But there is limited, if any, guidance on how often homework should be set.

Research based on teacher interviews shows they set homework for a range of reasons. These include to:

  • establish and improve communication between parents and children about learning
  • help children be more responsible, confident and disciplined
  • practise or review material from class
  • determine children’s understanding of the lesson and/or skills
  • introduce new material to be presented in class
  • provide students with opportunities to apply and integrate skills to new situations or interest areas
  • get students to use their own skills to create work.

So, does homework achieve what teachers intend it to?

Do we know if it ‘works’?

Studies on homework are frequently quite general, and don’t consider specific types of homework tasks. So it isn’t easy to measure how effective homework could be, or to compare studies.

But there are several things we can say.

First, it’s better if every student gets the kind of homework task that benefits them personally, such as one that helps them answer questions they had, or understand a problem they couldn’t quite grasp in class. This promotes students’ confidence and control of their own learning.

Giving students repetitive tasks may not have much value. For instance, calculating the answer to 120 similar algorithms, such as adding two different numbers 120 times may make the student think maths is irrelevant and boring. In this case, children are not being encouraged to find solutions but simply applying a formula they learnt in school.

In primary schools, homework that aims to improve children’s confidence and learning discipline can be beneficial. For example, children can be asked to practise giving a presentation on a topic of their interest. This could help build their competence in speaking in front of a class.

Homework can also highlight equity issues. It can be particularly burdensome for socioeconomically disadvantaged students who may not have a space, the resources or as much time due to family and work commitments. Their parents may also not feel capable of supporting them or have their own work commitments.

According to the PISA studies mentioned earlier, socioeconomically disadvantaged 15 year olds spend nearly three hours less on homework each week than their advantaged peers.

What kind of homework is best?

Homework can be engaging and contribute to learning if it is more than just a sheet of maths or list of spelling words not linked to class learning. From summarising various studies’ findings, “good” homework should be:

  • personalised to each child rather than the same for all students in the class. This is more likely to make a difference to a child’s learning and performance
  • achievable, so the child can complete it independently, building skills in managing their time and behaviour
  • aligned to the learning in the classroom.

If you aren’t happy with the homework your child is given then approach the school. If your child is having difficulty with doing the homework, the teacher needs to know. It shouldn’t be burdensome for you or your children.

1 September 2021

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The pros and cons of homework

homework statistics in australia

John Hattie is Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, and the author of Visible Learning , a synthesis of over 800 meta-analyses relating to achievement in education.

When deciding on how much, and what, homework to hand out, Hattie says there are quite a few things teachers should consider.

“Homework in primary school has a measurable effect of around zero,” Hattie told BBC Radio 4 Journalist Sarah Montague.

“In high school it does have a larger measurable effect, which is why we need to get it right, not why we need to get rid of it. It’s one of those lower hanging fruit that we should be looking at in our primary schools to say ‘Is it really making a difference?”’

Hattie looked at research studies from all over the world that have tried to measure the impact of various factors on education, including the optimal time students should be spending on homework.

He found homework appears to be more effective for higher-ability rather than lower-ability students, and for older rather than younger students.

CensusAtSchool is a collaborative project involving teachers, the Australian Bureau of Statistics and the Ministry of Education, which examines the lives of children in year four to 12.

A comparison of the findings from 2008 to 2013, reveals that Australian children are spending more time doing homework than they were five years ago.

In 2008, Australian children spent an average of 5.3 hours a week doing their homework. Today that has jumped to seven hours a week. Child psychologist Michael Carr-Gregg said he was concerned by the trend that kids were spending an increasing amount of time on homework, and believes the trend is linked to higher levels of anxiety.

“I actually think less is more with homework, because there seems to be so much stress around school,” he said.

A number of primary schools in Australia are effectively handing the decision-making power over to parents, allowing parents to permanently excuse children from homework.

Some primary schools have even sent letters home to parents outlining their reasoning for setting homework, but ultimately recognising that parents are best placed to make decisions about whether or not their children have the capacity or time to complete it.

Hattie is more positive about giving secondary school aged children homework.

The Programme for International Student Assessment (PISA) found that high-school aged Australian students are also spending more hours doing homework each week.

The report found that 15-year-old Australian students spend an average of six hours a week doing homework. That marks an increase of 0.3 hours per week from the 2003 study.

Australia and Austria were the only countries to report a statistically significant increase in the amount of time students spend doing homework.

“The overall effect of homework on achievement in older students is positive, but there are quite a few qualifications to that,” Hattie writes in Visible Learning . Qualifications included things like the age of the learner, the amount of homework, and whether the homework was task-oriented or complex and unstructured.

Neurologist and former classroom teacher Judy Willis says if a teacher knows a bit about the brain, he or she can plan homework to suit the needs of students as they develop.

“During early school years, for example, the brain is focused on getting to grips with the world around us. Memories and understanding grow when new information can be linked to things we already know. Homework that helps with this recognition can build literacy and numeracy skills,” says Willis.

“When students reach adolescence, they become more independent and self-directed. There is shift away from rote memorisation and single, correct responses. Learning goals are more likely to focus on reading for content and comprehension, revising, report writing, solving problems, investigating and independent or group work.”

Willis says that while the amount of time spent on homework will always vary depending on the age of students, there are a few physiological guidelines to remember.

“After about 15 minutes of learning and practising something – such as the Pythagorean theorem in maths – the regions of the brain activated in spatial-numerical learning get fatigued and need to rebuild the neurotransmitters, such as dopamine, that get depleted,” says Willis. “The restoration only takes a few minutes if the break is timely, but if they are pushed to stay with that same process for too long, stress builds, neurotransmitters drop way down and it will take twice as long to restore full efficiency to that area of the brain.”

Willis recommends online games for learning basic knowledge as they usually have set timings.

“You can assign a specific amount of time to be spent on the skill-building program for homework and confirm students’ compliance by checking the teachers’ pages,” she says.

“When students know that the effort they put into homework will enhance their participation and enjoyment of classroom learning, they become more motivated. Pupils also put more effort into schoolwork or homework when they are engaged in something that is relevant to their studies.”

One of the studies Hattie examined warned against homework that undermined a student’s motivation, as it could lead to the student internalising incorrect routines.

“For too many students, homework reinforces that they cannot learn by themselves and that they cannot do the schoolwork,” says Hattie. “Ensuring that students are assessment-capable learners is the most important thing we can do to raise student achievement.”

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Homework help from Aussie parents ranks low on list from global survey

A child writing in a notebook

A global survey of parents has reignited debate about the value, or otherwise, of homework for schoolchildren.

The survey of more than 27,000 parents was conducted by the Varkey Foundation, a not-for-profit organisation dedicated to improving education standards for underprivileged children.

Parents were questioned about their attitudes towards education, the quality of local schools and their concerns for their children's futures.

They were also asked how much time, on average, they spent helping their children academically per week.

When ranked from most time spent to least, Australia ranked 23rd of the 29 countries surveyed, with 13 per cent of parents saying they spent seven hours or more reading to their children or helping them with homework.

India was ranked first, with 62 per cent of parents surveyed spending more than seven hours a week helping their children.

Dr Misty Adoniou, an associate professor in language and literacy at the University of Canberra, told ABC Radio Melbourne 's Jacinta Parsons and Sami Shah that she found the survey results "very interesting".

"It showed us that those countries that are spending a lot of time with their kids doing homework are also the countries that are performing lowest on international scores of reading and writing," she said.

Dr Adoniou said it was possible Australian parents felt less compelled to help their children academically because the country's schools were "doing their job well".

A child completes homework.

Homework a contentious issue

Homework has been a part of the Australian school experience for more than 100 years .

Some experts say homework is beneficial if it reinforces learning that has happened at school.

However, Dr Adoniou pointed to research showing there was little or no value in setting homework for primary school students.

When asked why primary teachers were still setting homework, she said it was "a really good question" that she often asked both teachers and parents.

"Teachers answer saying it's parents that want it, and parents answer by saying it's the teachers that send it home, so perhaps there's a bit of a communication gap happening there."

Listeners to ABC Radio Melbourne were divided over whether children should be set homework and whether parents should be involved.

One listener said homework should be done in after-school care, while another listener, Liz, said parents should not help children with homework.

"The whole point of homework is to test if what was taught in school has been absorbed and can be done independently," she said.

Others accused parents of being lazy, with one listener saying those objecting to helping with homework had "given up on parenting".

"It doesn't have to be onerous or a chore. You won't find a report on the planet that says reading at primary school age is a waste of time."

Spelling tests 'don't teach spelling'

Another listener said a lack of homework had led to younger generations being less literate than their forebears.

"In the '60s we were issued with a spelling list from which we were expected to learn a few words each night. The next morning our teacher would test us ... I guess that's why the majority of my generation can spell and read well where latter generations are falling behind in this area."

Dr Adoniou said a student who was given 10 words to learn to spell each week would have learned to spell around 4,000 words by the end of their schooling.

"Yet we know how to spell 60,000 words as educated adults, so I don't think it was the spelling tests that helped us learn to spell."

Despite objecting to homework, Dr Adoniou said parents did have a role to play in impressing upon their children the value of education.

"It's important that parents are interested in what their kids are doing at school and they pass on an attitude that learning is important."

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Evidence for Learning: Homework

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New research shows spike in mental health impacts of study stress on Aussie students in 2021

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New research by mental health organisation  ReachOut  shows a significant increase in the severity of study stress for young Australians this year, with approximately one third of students reporting that study stress is currently having a major impact on their mental and emotional wellbeing, up from 18 per cent in December 2020.*

Conducted in September 2021, the survey found that the number of young people reporting poor mental health or wellbeing as a result of study stress has doubled from 25 per cent in previous years to 56 per cent this year. 

  The survey also showed some of the impacts that study stress is having on the lives of students in 2021 with the added  press ures of COVID-19 restrictions. The number of students unable to focus doubled to 68 per cent, up from 33 per cent in December 2020. 57 per cent were having trouble sleeping, up from 32 per cent in December 2020. 39 per cent reported poor nutrition, up from 18 per cent in December 2020 and 32 per cent reported that they had experienced issues with their family, up from 16 per cent in December 2020.

When asked about studying this year and navigating the challenges of COVID-19 restrictions, 40 per cent said it’s been difficult to learn content needed for exams, one in five said they didn’t have an appropriate place to study and 23 per cent said their plans for study or work after  school  have changed.

Despite the increased impact of study stress on young people, fewer young people are getting support for study stress. In 2019, 85 per cent accessed support from family, friends or professional services, while in 2021 this had dropped to 78 per cent.

Ashley de Silva, CEO of ReachOut, said that it was worrying to see students in such high distress and highlighted the support that is available.

“The results of ReachOut’s new research shows that this has been a stressful year for students. It’s taking a real toll on their mental health and the fundamentals such as sleep, nutrition and their relationships.

ReachOut undertakes research with students about study stress each year and said “it is concerning to see such a jump in these figures”.

“With Term 4 in full swing and some students preparing to return to face-to-face learning, thousands of students across the country still have significant challenges to face before the end of the year. This is particularly true for Year 12 students who are approaching their final exams.

“Now is the time for students to take a proactive approach to looking after their mental health and to seek professional support if they need it.

“High numbers of young people have indicated in this most recent research that information about how to cope with study stress, connecting with others going through the same thing and psychological support would help them right now. We want to remind students that ReachOut has information about study stress, tips, online communities and pathways to further support,” he said.

 * National surveys of over 1000 young people (aged 14-25) across Australia conducted in September 2021 and December 2020 by ReachOut.

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Articles on Homework

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Benta A. Abuya , African Population and Health Research Center

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‘There’s only so far I can take them’ – why teachers give up on struggling students who don’t do their homework

Jessica Calarco , Indiana University and Ilana Horn , Vanderbilt University

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Primary school children get little academic benefit from homework

Paul Hopkins , University of Hull

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How much time should you spend studying? Our ‘Goldilocks Day’ tool helps find the best balance of good grades and  well-being

Dot Dumuid , University of South Australia and Tim Olds , University of South Australia

homework statistics in australia

What’s the point of homework?

Katina Zammit , Western Sydney University

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  • School Life

Australian Bureau of Statistics finds kids are watching less TV and doing more homework

IT might come as a surprise, but Aussie kids are watching less TV now than before – and this is what they’re doing instead.

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IT might come as a surprise to their parents, but Aussie kids are watching less television now than they were five years ago.

Instead, they’re spending more time doing their homework, helping out around the house and working part-time for pocket money.

A News Corp analysis of the past five years of data from the Australian Bureau of Statistics ’ Census at Schools project shows our children are getting less sleep, spending less time with friends, and less time playing sport.

And the findings are raising alarm bells among child development experts.

In 2008 Australian kids spent an average of 5.3 hours a week doing their homework, today that has jumped to seven hours a week.

Children are also spending an extra 1.3 hours a week on housework, and almost half an hour extra on paid work.

The Census at School survey examines the lives of children in years 4 to 12, It shows the amount of television kids are watching has been on a steady decline since 2008, when children sat in front of the TV for 10.7 hours a week.

Today our children are watching about an hour and a half less of their favourite TV shows, but instead, are spending four hours extra on the computer.

Leading child psychologist Michael Carr-Gregg said he was concerned by the trend that kids were spending an increasing amount of time on homework, and believes the trend is linked to higher levels of anxiety.

“I actually think less is more with homework, because there seems to be so much stress around school,” he said.

Dr Carr-Gregg said it was also particularly worrying that children were sleeping less than they were five years ago, and socialising less.

“Australia is in the grip of almost a pandemic of sleep deprivation, kids are so sleepy and so tired, they are not getting the necessary 8.25 hours to 9.25 hours a night,” he said.

“The cognitive effect is that they are too dopey to learn, and sleep deprivation has been linked to depression,” he said.

President of the Australian Council of State School Organisations, Peter Garrigan, is similarly concerned Australian schoolchildren are not spending enough time developing bonds with friends or playing sport.

“The amount of homework younger children in primary school should be getting is negligible, they should be encouraged to be playing sport and being physical in the afternoon,” he said.

Mr Garrigan said while children were watching less TV their tendency to spend more time in front of the computer screen rather than playing with their friends should be kept in check by their parents.

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Why Data Breaches Spiked in 2023

  • Stuart Madnick

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And what companies can do to better secure users’ personal information.

In spite of recent efforts to beef up cybersecurity, data breaches — in which hackers steal personal data — continue to increase year-on-year: there was a 20% increase in data breaches from 2022 to 2023. There are three primary reasons behind this increased theft of personal data: (1) cloud misconfiguration, (2) new types of ransomware attacks, and (3) increased exploitation of vendor systems. Fortunately, there are ways to reduce the impact of each of these factors.

For many years, organizations have struggled to protect themselves from cyberattacks: companies, universities, and government agencies have expended enormous amounts of resources to secure themselves. But in spite of those efforts, data breaches — in which hackers steal personal data — continue to increase year-on-year: there was a 20% increase in data breaches from 2022 to 2023 . Some of the trends around this uptick are disturbing. For example, globally, there were twice the number of victims in 2023 compared to 2022, and in the Middle East, ransomware gang activity increased by 77% in that same timeframe.

  • Stuart Madnick  is the John Norris Maguire (1960) Professor of Information Technologies in the MIT Sloan School of Management, Professor of Engineering Systems in the MIT School of Engineering, and Director of Cybersecurity at MIT Sloan (CAMS): the Interdisciplinary Consortium for Improving Critical Infrastructure Cybersecurity. He has been active in the cybersecurity field since co-authoring the book Computer Security in 1979.

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How Australians Use Their Time

Key findings on how people use their time in Australia

  • How Australians Use Their Time Reference Period 2006
  • How Australians Use Their Time 1997 Archive release Reference Period 1997
  • How Australians Use Their Time -- Selected Findings from the 1992 Time Use Survey, Australia 1992 Archive release Reference Period 1992
  • View all releases

Key statistics

  • Females who participated in unpaid work activities spent on average 4 hours 31 minutes a day, while males spent 3 hours 12 minutes.
  • Of those who participated in employment related activities, males spent an hour more a day than females (8 hours 13 minutes compared to 7 hours 12 minutes).

Female parents who participated in child care, spent 3 hours 34 minutes while male parents spent 2 hours 19 minutes.

The Time Use Survey (TUS), conducted from November 2020 through to July 2021, measured the daily activities of people aged 15 years and over in Australia to provide insights into how people spent their time.

Participants completed a diary of their activities over two days. Participants were asked to report their main activity, referred to as primary activity and, one other activity done at the same time, referred to as secondary activity. The activity information was then coded to the Activity Classification.

The results represent, on average, how people spent their time in a day.  The data discussed below reflects the primary activity.

The 2020-21 TUS was collected during the COVID-19 pandemic and has undergone multiple changes. Data should be used for point-in-time analysis only and should not be compared to previous years. See Methodology for more information.

For more information about the survey design including weighting, relative standard error and margin of error refer to the Methodology .

COVID-19 context

The Time Use Survey (TUS) 2020-2021 was collected between November 2020 and July 2021 during the COVID-19 pandemic. During this time, initiatives were in place to help reduce the spread of COVID-19 including border control measures for some states and territories, stay at home orders, remote learning, shutting down non-essential services, limits on gatherings and social distancing rules.

Four types of time

The activities on which people aged 15 years and over spent their time can be divided into four types of time use.

Necessary activities – An average of 10 hours 35 minutes a day was spent on activities such as sleeping, eating, personal care, health and hygiene.

Contracted activities – An average of 3 hours 40 minutes a day was spent on activities such as paid work and education.

Committed activities – An average of 3 hours 30 minutes a day was spent on unpaid domestic work, child care, adult care and voluntary work.

Free time activities – An average of 5 hours 13 minutes a day was spent on free time activities such as social interactions, going out and watching TV.

On average, males spent more time on contracted and free time, while females spent longer on committed time:

  • Males spent 4 hours 18 minutes on contracted time compared to females who spent 3 hours 4 minutes
  • Males spent 5 hours 28 minutes on free time compared to 5 hours for females 
  • Females spent 4 hours 13 minutes on committed time compared to 2 hours 44 minutes for males.
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Persons aged 15 years and over Average time spent per day, of total population Source: Table 1.1

Unpaid work

Unpaid work includes domestic, child care, adult care and voluntary work activities.

Most females (94%) and males (86%) participated in unpaid work activities. Of those who reported participating in unpaid work activities, females spent on average 4 hours 31 minutes a day, while males spent 3 hours 12 minutes.

Domestic activities

Domestic activities are all activities done to maintain and manage the household.

Most females (93%) and males (82%) reported participating in domestic activities.

Females were more likely than males to participate in most types of domestic activities:

  • Housework (70% of females compared to 42% of males)
  • Food and drink preparation/service (75% compared to 55%)
  • Shopping (38% compared to 31%).  

More males (10%) reported participating in home and vehicle maintenance then females (4%).

Persons aged 15 years and over Proportion who participated in activity Source: Table 1.1

Overall, of those who participated in domestic activities, females spent on average 3 hours 23 minutes compared to 2 hours 38 minutes by males.

Females who participated in housework spent 1 hour 27 minutes compared to males (58 minutes).

Of those who participated in home and vehicle maintenance, on average males spent more time (1 hour 49 minutes) than females (44 minutes).

Persons aged 15 years and over Average time spent per day of persons who participated in activity Source: Table 1.1

Child care activities

The survey collected information on participation in a range of child care activities, including physical and emotional care, teaching, helping, playing, talking, minding and feeding children.

More female parents of children under 15 years participated in child care activities than male parents (89% compared to 73%).

Of the different types of child care participated in by parents of children under 15 years:

  • 70% of females engaged in the physical and emotional care of children compared to 42% of males
  • 51% of females spent time playing, reading or talking with a child compared to 38% of males
  • 40% of females participated in feeding and food preparation for children compared to 17% of males.

Parents of children under 15 years Proportion who participated in activity Source: Table 11.1

Paid work consists of all employment related activities including working, job searching and travelling to and from work.

More males reported participating in employment related activities than females (48% compared with 37%).

Of those who participated in employment related activities, males spent on average, an hour more in a day doing these activities than females (8 hours 13 minutes compared to 7 hours 12 minutes).

The difference of average time spent in employment related activities between males and females is largest between ages of 25 to 44 years.

Persons aged 15 years and over Average time spent per day, of persons who participated in activity Source: Table 4.3

Free time consists of social and community interaction and recreation and leisure activities.

Most people (96%) participated in free time activities and spent on average 5 hours 27 minutes of their day on these activities.

People on average spent 1 hour 29 minutes interacting socially and 1 hour 12 minutes eating and drinking out.

Most people participated in recreation and leisure activities (93%) and spent on average 4 hour 23 minutes of their day on these activities:

  • 75% watched TV and video, for an average of 2 hours 55 minutes
  • 36% engaged in general internet and device use, for an average of 1 hour 1 minute
  • 30% did exercise, sport or outdoor activity, for an average of 1 hour 29 minutes
  • 22% were reading for an average of 1 hour 26 minutes.  

Males and females reported similar levels of participation in most recreation and leisure activities, apart from:

  • 39% of females participated in general internet and device use compared to 33% of males
  • 25% of females participated in reading compared to 18% of males
  • 13% of males participated in digital games compared to 6% of females.

Persons aged 15 years and over Proportion who participated in activity Source: Table 1.1

Time stress

Participants were asked how often they felt rushed or pressed for time.

More females (38%) reported always or often feeling rushed or pressed for time than males (32%). Females aged 35 to 44 years (55%) were the group most likely to report always or often feeling rushed for time.

People in couple families with children under 15 years (52%) were more likely to report feeling rushed or pressed for time than couple families with no children (29%).

Persons aged 15 years and over Source: Table 3.1

Data downloads

Table 1: time spent, table 2: time spent by weekday or weekend, table 3: feels rushed or has spare time by selected demographics, table 4: time spent by selected demographics, table 5: time spent by persons aged 15 to 24 years, table 6: time spent by persons aged 15 to 64 years, table 7: time spent by persons aged 65 years and over, table 8: time spent by disability status, table 9: time spent by carer status, table 10: time spent by volunteer status, table 11: time spent by parents, by age of youngest child in household, table 12: time spent by parents, by labour force status, tables 13 - 17: time spent by time of day, table 18: time spent by location, data item list, methodology, media releases, females do more unpaid work, males do more paid work, do you need more detailed statistics, request data.

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COMMENTS

  1. Homework

    Schools in both Australia and New Zealand, on average, gave homework 50 per cent of the time. An Australian case study of young children's experiences of homework (Farrell & Danby, 2015) found that participating children were very proactive with their homework and their parents had little to no involvement in that process. The children viewed ...

  2. 11 Surprising Homework Statistics, Facts & Data (2024)

    Surprisingly, 4% of US teens say they do more than 6 hours of homework per night. That's almost as much homework as there are hours in the school day. The only activity that teens self-reported as doing more than homework was engaging in electronics, which included using phones, playing video games, and watching TV. 9.

  3. Study finds homework has limited value

    New research has found that homework is of little value to primary school children, and students are regularly given too much. Australian academics Richard Walker and Mike Horsley's new book ...

  4. Education and Work, Australia

    61.1. (a) All persons aged 15-74. Source: Education and Work, Australia, 2023, Table 16. People aged 15-24 years were the most likely to be fully engaged in work and/or study (82%), with similar proportions for both men (83%) and women (82%). Of people aged 15-24 years, 10% were partially engaged in work and/or study.

  5. Opinion: What's the point of homework?

    Across the participating countries, 15-year-old students reported spending almost five hours per week doing homework in 2012. Australian students spent six hours per week on average on homework. Students in Singapore spent seven hours on homework, and in Shanghai, China they did homework for about 14 hours per week on average. ...

  6. The pros and cons of homework

    CensusAtSchool is a collaborative project involving teachers, the Australian Bureau of Statistics and the Ministry of Education, which examines the lives of children in year four to 12. A comparison of the findings from 2008 to 2013, reveals that Australian children are spending more time doing homework than they were five years ago.

  7. Homework help from Aussie parents ranks low in global survey

    Homework has been a part of the Australian school experience for more than 100 years. Some experts say homework is beneficial if it reinforces learning that has happened at school.

  8. Six hours a week: Australian students record increased homework hours

    Australian students are spending more hours doing after-school homework, according to a new international study. 15-year-old Australian students spend an average of six hours a week doing homework ...

  9. Education and Work, Australia

    Source: Education and Work, Australia, 2022, Table 16. In 2022 the balance of work and study had changed for young people aged 15-24 years: 26% were fully engaged primarily through full-time work in 2022, compared with 24% in 2021. 50% were fully engaged primarily through full-time study in 2022, compared with 53% in 2021.

  10. Education and Work, Australia

    Key statistics. In May 2020: 63% of people aged 15-64 were fully engaged in work and/or study (was 66% in 2019) 18% of men and 20% of women aged 15-64 were studying. 69% aged 20-64 had a non-school qualification, with women (70%) now overtaking men (68%) 74% of 15-74 year olds with a qualification were employed.

  11. Should Australian schools ban homework?

    Should Australian schools ban homework? Published: November 12, 2012 11:32pm EST. Richard Walker, University of Sydney, Mike Horsley, CQUniversity Australia. Authors.

  12. Homework

    There is some Australian-based evidence for non-academic benefits of homework. For example, it may help to develop a routine for students and self-motivated working patterns. Nonetheless, there remains a dearth of research literature on the impact of homework on primary students' learning and outcomes specifically in an Australian or New ...

  13. New research shows spike in mental health impacts of study ...

    New research by mental health organisation ReachOut shows a significant increase in the severity of study stress for young Australians this year, with approximately one third of students reporting that study stress is currently having a major impact on their mental and emotional wellbeing, up from 18 per cent in December 2020.* Conducted in September 2021, the survey found that the number of ...

  14. Homework News, Research and Analysis

    A researcher who studies ways to help students become better readers and writers describes how to create a homework habit using a loop: cue, routine, reward. February 20, 2023.

  15. Australian Bureau of Statistics finds kids are watching less TV and

    In 2008 Australian kids spent an average of 5.3 hours a week doing their homework, today that has jumped to seven hours a week. Children are also spending an extra 1.3 hours a week on housework ...

  16. Why Homework is Bad: Stress and Consequences

    In 2013, research conducted at Stanford University found that students in high-achieving communities who spend too much time on homework experience more stress, physical health problems, a lack of ...

  17. Work from home and remote work in Australia

    Average working days and WFH days in Australia in 2023, by state. Comparison of average working from home (WFH) days and total working days in the last two weeks in Australia in March 2023, by ...

  18. Schools, 2021

    Students. In 2021: 4,030,717 students were enrolled in schools across Australia, representing 23,743 more students (0.6%) than 2020. government schools held the greatest share of enrolments (65.1%), followed by Catholic schools (19.5%) and independent schools (15.4%). Graph.

  19. Nearly half of Australian school kids are stressed. Here's how to fix it

    Nearly half (47 per cent) of Australian students feel very tense when they study, compared to the international average of 37 per cent. Based on the OECD average, 67 per cent of Australian ...

  20. Why Data Breaches Spiked in 2023

    In spite of recent efforts to beef up cybersecurity, data breaches — in which hackers steal personal data — continue to increase year-on-year: there was a 20% increase in data breaches from ...

  21. NZ vs AUS match statistics: New Zealand vs Australia 3rd T20I Stats

    NZ vs AUS match statistics: To catch up on the latest match statistics and analysis of New Zealand vs Australia t20 3rd t20i match along with ball by ball commentary, player and Team Stats at ...

  22. Schools, 2023

    Key statistics. In Australia in 2023: 4,086,998 students were enrolled in 9,629 schools. the Year 7/8 to 12 full-time apparent retention rate was 79.1%. the average student to teaching staff ratio for all schools was 13.1 students to one teacher.

  23. Homework Statistics Australia

    8Customer reviews. Homework Statistics Australia, Creative Writing Course In Mumbai, Doctoral Annotated Bibliography, Graphic Designer Resume Ideas, Exemple De Plan De Dissertation Philo, Esl Reflective Essay Ghostwriter Service Au, Popular Case Study Editing Sites Uk. 100% Success rate.

  24. Homework Statistics In Australia

    Homework Statistics In Australia: Article review, Ethics, 1 page by Robert Sharpe. Order now Login. Shane. Your credit card will be billed as Writingserv 938-777-7752 / Devellux Inc, 1012 E Osceola PKWY SUITE 23, KISSIMMEE, FL, 34744. Jam Operasional (09.00-17.00)

  25. How Australians Use Their Time

    The Time Use Survey (TUS), conducted from November 2020 through to July 2021, measured the daily activities of people aged 15 years and over in Australia to provide insights into how people spent their time. Participants completed a diary of their activities over two days. Participants were asked to report their main activity, referred to as ...