Homework is one of the most controversial topics in education, since the opinions about it range from its unconditional acceptance to its abolition (Becker & Kohler, 2002. Kralovec & Buell, 2001). The positive effects of homework are the improvement of student achievement as well as the development of skills and personality characteristics, like responsibility, self-discipline, time management, self-direction etc. (Cooper, 2007,Trautwein, Niggli, Schnyder, & Ludtke, 2009). On the other hand, more than any other teaching strategy, homework disturbs the relationship between family and school, encroaches on the free time of the child and his family, causing tensions and conflicts between children and parents (Benett & Kalish, 2006, Cooper, 2007. Corno, & Xu, 2004).

One of the proposals that have been tested in practice is the "removal" of homework from home and it's reassignment to school, or to similar institutions of full day education. Therefore, in the German speaking countries of Europe, as well as in Greece, the solution is sought within the operational framework of the school itself and family, while in the U.S. and the Anglo-Saxon world in general, the answer to the problem is solicited within the broader context of community istitutions as well as the school and family (After School Programs, Extended Schools, Community Schools etc.) (Heyer, 2002. Thoidis & Chaniotakis, 2012).

In Greece, the operation of the contemporary all-day school was featured by the Ministry of Education as the most important innovation in recent years. Its main goals concern the residency of students in a safe environment after the end of the compulsory school program as well as participation in activities of academic, cultural and athletic character and completion of their homework. It is obvious that if homework is not completed at all-day school, it will have negative effects on the daily routine of students, their families and ultimately on the future development of all-day school, since attendance is optional.

In previous empirical studies we found that all-day school hasn’t achieved its goals (Chaniotakis & Thoidis 2009. Chatzidimou,  Stravakou & Kougiourouki, 2007). One basic problem still exists: Homework is not completed during school time  and as a result students’ free time is overloaded (Thoidis & Chaniotakis 2008, 2010). Yet,  completing homework at school seems to be one consistent demand of a large number of parents and students, who expect that this could be possible  in all-day school. It seems reasonable that the future of this innovative school type depends greatly on the policy all-day school will adopt towards homework. 

The present study forms part of a wider research project, which aims at an overall consideration of homework in all-day primary schools. The project intend to investigate the perception of homework by a whole range of people involved in it, parents, teachers and students, and uses field research as well, by means of observation in the school class. In this current study we address our research question to the students of all-day primary schools, in order to find out what their opinions are about homework itself and about the practices used by their teachers and parents.

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