







































 

 

 

 

 

Does Housework Help Improve Academic 

Performance? An Empirical Analysis on the 

Influence of Participation in Housework on 

Academic Performance of Primary and 

Middle School Students

Xuechun Wang,
1
 Jijun Yao,

1 
Shike Zhou

2
 

 
1. Nanjing Normal University, Nanjing 210004, China 

2. Jiangsu Academy of Educational Sciences, Nanjing 210024, China  

Abstract. At present, even if the education on hard-working spirit has 
been emphasized increasingly as an important part of practical 

education in China’s education policy, the reality is still far from 

satisfactory, because many parents do not provide their children with 
sufficient opportunities to do housework. Previous studies have indicated 

that the empirical analysis remains to be improved in terms of the 
relationship between housework and the development of primary and 

junior high school students. Based on data from the 2020 Monitoring of 

Students' Academic Quality in Basic Education in Jiangsu Province 
Study, this study investigates the influence of primary and secondary 

school students’ participation in housework on academic performance 

by using OLS regression and Coarsened Exact Matching (CEM). The 
results show that the current proportion of primary and junior high 

school students involved in housework is not high; however, 
participating in housework frequently will positively affect the academic 

performance of primary and junior high school students. Participation in 

housework in primary school has a greater positive impact on academic 
performance than that in junior high school. In addition, since excessive 

academic burden is the main factor hindering primary and junior high 
school students from being involved in housework, it is necessary to 

strengthen the publicity of education on hard-working spirit to help 

people know its importance. Also, we suggest the burden on schoolwork 
should be reduced to in order to promote more diversified housework 

related educational opportunities for students. 

Best Evidence in Chinese Education 2022; 10(1):1283-1301. 



Wang et al. Does Housework Help Improve Academic Performance? 

BECE, Vol.10, No.1, 2022 1284 

Doi: 10.15354/bece.22.or009. 

How to Cite: Wang, X., Yao, J., & Zhou, S. (2022). Does housework help improve 

academic performance? An empirical analysis on the influence of participation in 

housework on academic performance of primary and middle school students. Best 

Evidence in Chinese Education, 10(1):1283-1301. 

Keywords: Participation in Housework, Education on Hard-Working Spirit, 

Student Academic Achievement, Coarsened Exact Matching, Reducing Burden and 

Increasing Efficiency

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

About Authors: Xuechun Wang, School of Educational Science, Nanjing Normal University, 122 Ninghai Road, 
Nanjing 210024, China, E-mail: wxc3a@qq.com  

Shike Zhou, Educational Measurement and Evaluation, Jiangsu Academy of Educational sciences, China. E-mail: 
jyszsk@163.com  

Correspondence to: Jijun Yao, School of Educational Science, Nanjing Normal University, 122 Ninghai Road, 

Nanjing 210024, China, E-mail: yaojijun_njnu@163.com  

Funding: Jiangsu University Advantage Discipline Construction Project Funding Project (PAPD) 

Conflict of Interests: None. 
 

© 2022 Insights Publisher. All rights reserved. 

Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the 

Creative Commons Attribution-NonCommercial 4.0 License 

(http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of 

the work without further permission provided the original work is attributed by the Insights Publisher. 

mailto:wxc3a@qq.com
mailto:jyszsk@163.com
mailto:yaojijun_njnu@163.com


Wang et al. Does Housework Help Improve Academic Performance? 

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Introduction 

NCOURAGING students to perform housework fits well with the goals of Chi-

na’s education. But does time spent on housework limit students’ study time, 

thus being harmful to academic achievement? Chinese education policy has long 

emphasized “learning from practice”, and housework is an important form of 

rigorous work. Whereas the existing nature of Chinese education requires students to 

perform mountains of homework, parents tend to protect their children from household 

work so that they may have more time for academic study. This paper addresses this 

issue by examining the meaning of housework education, and the effects of housework 

performance on student academic achievement. 

In China, the significance of housework education was early recognized and 

has been supported by policies promoting a spirit of hard work, an important domain of 

the great Chinese educator Cai Yuanpei’s “Educating Five Domains Simultaneously” 

(Tang, 2009). These five domains are: Military national education (focusing on the cul-

tivation of the five martial ethics of wisdom, faith, benevolence, courage, and strictness); 

Materialistic education (advocating a close relationship between education and national 

economic life); Civic Moral education (advocating love for the motherland and its  peo-

ple, love of labor, love of science, and care for public property);  Worldview education 

(forming students’ correct positions, viewpoints, and methods), Aesthetic education 

(training students’ ability to recognize, love, and create beauty),  Meanwhile, at the be-

ginning of the founding of New China, the Common Program of the Chinese People’s 

Political Consultative Conference listed “love of labor” as one of the “five national 

merits.” In 1950, Junrui Qian, Vice Minister of Education, clearly pointed out in the 

Guidelines for Current Educational Construction that the central policy of the New 

Democratic Education was to serve workers and peasants and develop production and 

construction (He, 2009). Since then, with education for hard-working spirit being raised 

to unprecedented new heights on the political, economic and epistemological range, 

teaching children how to perform housework has been gradually incorporated into the 

school’s formal teaching plan (Lao, 1998), and has become an important way to shape 

students’ character and the key to their all-round development (Li & Qu, 2018). Since 

the reform and opening up, the political connotation of education for hard-working spir-

it has been weakened, but is still considered an essential way to educate people. In re-

cent years, the authorities at all levels have issued a series of policy documents to high-

light the role of education on hard-working spirit. In March and July 2020, the Central 

Committee of the Communist Party of China, the State Council and the Ministry of Ed-

ucation respectively issued the Opinions on Comprehensively Strengthening Labor Ed-

ucation in Colleges, Primary and Junior High Schools in the New Era (hereafter re-

ferred to as the “Opinions”) and The Guidelines for Labor Education in Colleges and 

Universities  (Hereafter referred to as the “Outline”), the status of education for the 

hard-working spirit has been pushed to new levels. 

In sharp contrast with this policy emphasis, however, the current situation of 

housework education is not satisfactory. For instance, Wang and Xu (2020) conducted 

questionnaire surveys and on-site interviews with 4,224 students in 6 provinces and 

cities in the east, central and west part of China. Only 6.6% of the basic education 

schools set up housework courses, and the higher the school level, the lower the devel-

E 



Wang et al. Does Housework Help Improve Academic Performance? 

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opment of housework education as well as the satisfaction of students with participation 

in housework. The proportion of students who never participate in housework in prima-

ry school, junior high school and high school accounted for 13.8%, 26.7% and 41.7% 

respectively (Wang & Xu, 2020). Bao (2013) found that although 83.1% of parents are 

aware of the necessity of letting their children participate in housework, only 41.8% of 

them would really require their children to perform it (Bao, 2013). In many cases, apart 

from “spoiling” their children, the reason parents are reluctant to allow their children to 

participate more in housework is that they pay more attention to their children’s aca-

demic performance. To that end, many parents tend to impose greater academic stress 

on their children through various means (Goh & Kuczynski, 2014). Spare time of young 

people in China will thus be spent on extracurricular activities, with only limited time 

devoted to practical educational activities, let alone autonomously planned activity 

(Wang & Chen, 2015). Changing this situation will likely ensure the implementation of 

relevant policies and more supportive guidance. Moreover, one question that parents are 

generally concerned about needs to be answered: Will housework affect children’s aca-

demic performance? 

Literature Review 

In fact, the academic circle has long been involved in the issue of housework and youth 

development. Embodied cognition theory suggests that the body, brain, and environ-

ment are unified. This in turn suggests that significant physical activity can improve 

learning experiences and academic performance (Wang & Ye, 2018). Studies under-

score this conclusion with respect to language learning (Lan, Chen & Li, et al., 2015; 

Mcclelland, Pitt & Stein, 2015; Su & Ye, 2013) and mathematics learning (Ruiter, 

Loyens & Paas, 2015; Smith, King & Hoyte J, 2014). Marx believed that hard work 

satisfies the needs of individual survival and contained the main force for helping man-

kind overcome difficulties and nature. In the process of doing housework, human spir-

itual development is closely linked with education for hard-working spirit (Huang, 

2004), which is identified by some far-reaching empirical studies. In 1989, Jacqueline J. 

Goodnow, a senior professor in the Faculty of Behavioral Sciences at Macquarie Uni-

versity in Australia, interviewed 45 mothers with children aged 9-11 and found that in 

addition to cultivating children’s sense of responsibility, participation in housework 

played a vital role in children’s socialization, and that different ways of distributing 

housework had different effects on family relations (Goodnow, 1989). Harvard Univer-

sity professor Robert Waldinger in his 20-year Grant Study argued that people who had 

housework experience in childhood, even simple housework experience, tended to have 

more happiness in future life than those without housework experience (George, 2012). 

Because of this, many countries attach great importance to children’s housework and 

have developed education on hard working spirit methods with various cultural charac-

teristics (Li, 1983; Gu, 2018; Fu & Zhou, 2005; Tan, 2019). Relevant studies have indi-

cated that frequent participation in housework is not only conducive to the improvement 

of students’ academic performance, but also has a positive impact on the development 

of children’s character, habits and non-cognitive abilities. In contrast, lack of house-

work may bring about many negative effects such as arrogance, laziness, cognitive bias, 

etc. (Gu, 2021). However, many foreign studies have suggested that in families with 



Wang et al. Does Housework Help Improve Academic Performance? 

BECE, Vol.10, No. 1, 2022 1287 

low economic background, housework may not have a positive effect on the growth of 

children, and have the possibility of making children become “child laborers”. In 1990, 

based on data from the National Household and Household Survey Sampson Lee Blair, 

a professor in the Department of Sociology at the University of Oklahoma, conducted a 

series of surveys on children involved in domestic labor under different circumstances 

and claimed that children in “dual-career families” are especially likely to be more and 

more served as a source of “alternative labor,” which would not only reduce the differ-

ences between the role of adults and children in the family, but also have a negative 

impact on children’s happiness and growth (Blair, 1992).  

So far, most domestic housework education research is based on theoretical 

discussions, most of which have focused on the impact of housework education on stu-

dents’ developments and the ways to strengthen and encourage its performance (Chen 

& Lu, 2021; Xiong, 2021; Yuan & Li, 2021; Yin, 2021). Despite a few rigorous empiri-

cal studies, many improvements can be made in terms of data quality, method applica-

tion, and robustness of conclusions to provide greater support for policies aimed at im-

proving housework education. Our research, therefore, provides more complete empiri-

cal analysis aimed at answering the following questions. Firstly, what is the current sta-

tus of primary and junior high school students in housework? Secondly, how does par-

ticipation in housework affect the academic performance of primary and junior high 

school students? Thirdly, what are the factors that influence primary and junior high 

school students to participate in housework? Finally, a discussion will be given to in-

vestigate what measures should be taken to drive primary and junior high school stu-

dents to participate in housework to promote their overall development. 

Research Design and Methods 

Data Source and Sample Description 

This study selects data from the 2020 Monitoring of Students’ Academic Quality in 

Basic Education in Jiangsu Province, which is implemented every two years. The sub-

jects of the 2020 test were students in the fifth and ninth grades. In addition to an aca-

demic test, the survey collects relevant information about school leaders, teachers, par-

ents, and students through questionnaires. Through two-stage stratified sampling, the 

2020 survey includes a total of 214,205 fifth-grade students and 147,805 ninth-grade 

students, a sufficient data source for this study. To ensure the data validity, cases that 

failed to provide important information or that had obvious response abnormalities were 

eliminated. Our resulting subsample contains 103,507 primary school and 100,998 jun-

ior high school students.  

Variable Selection and Description 

The variables of this study are described in Table 1. 

The Dependent Variable 

 



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Table 1. Variable Description. 

Variable Name Variable Type Data Type Variable Description 

Housework 
Participation 
Frequency 

Core 
Explanatory 
variables 

Dichotomous 
variables 

Infrequent=0; Regular=1 

Gender 
Control 
variable 

Dichotomous 
variables 

Male=1; Female=0 

Only-Child 
Dichotomous 
variables 

Only child=1; Non-only child=0 

Urban/ 
Rural Area 

Dichotomous 
variables 

City=1; Countryside=0 

Father’s 
Education 

Continuous 
variable 

Junior high school and below=9 years; High school (vocational high 
school, Technical secondary school or technical school)=12; Uni-
versity=16 years; Postgraduate and above=19 

Mother’s 
Education 

Continuous 
variable 

Father's 
Occupation 

Continuous 
variable 

Assign expert values to different occupations 
Mother's 
Occupation 

Continuous 
variable 

Family's 
Economic Status 

Continuous 
variable 

Standardized score of household economic situation 

Central Region 
of Jiangsu 

Dummy varia-
ble 

Central Region of Jiangsu=1；Others=0 

Southern 
Region of  
Jiangsu 

Dummy varia-
ble 

Southern region of Jiangsu=1；Others=0 

Student’s 
Residence  

Dichotomous 
variables 

 On campus=1； Off campus=0 

Academic 
Burden 

Continuous 
variable 

The sum of the time on homework and the time on supplementary 
lessons 

Academic 
Performance 
(Total) 

Explained 
variable 

Continuous 
variable 

Primary school: the average score of total scores in Chinese, math-
ematics, and English; Junior high school students: the average 
score of total scores in Chinese, mathematics, English, physics, 
chemistry, and biology. 

 

 

 

 

The dependent variable of this study is the student’s academic performance. Primary 

school test scores include three subjects: Chinese, mathematics, and English, while jun-

ior high school test scores include six subjects: Chinese, mathematics, English, physics, 

chemistry, and biology. In processing the original scores, we used Multiple Imputation 

(MI) to estimate missing item values. The Raida criterion will assume that a set of test 

data only contains random errors, then calculate and process them to obtain the standard 

deviation, and determine an interval with a certain probability. It is believed that any 

error exceeding this interval is not a random error but a gross error, which should be 

eliminated (Zhang & Yuan, 1997). Finally, the mean value of the multiple interpolation 

results is calculated to obtain the final result of the interpolation. 

Core Independent Variables 

In this provincial survey, students were asked “How often did you do housework in the 

last month?” Their responses were measured on a four-point scale ranging from “never” 

to “always.” Items were ranked on a scale, ranging from “Never”, “Occasionally”, 

“Very often”, to “Always”. Because we planned to adopt a matching method to elimi-

nate the influence of sample selection bias and improve the accuracy of analysis, we 

recoded this item into a dichotomous variable for which responses of “Never” and “Oc-

casionally” were treated as never doing housework and responses of “Occasionally” and 



Wang et al. Does Housework Help Improve Academic Performance? 

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Table 2. Descriptive Statistics for Variables. 

 

Primary School Junior High School 
Min Max 

Mean SD Mean SD 

Housework Participation Freq. 0.769 0.422 0.463 0.499 0 1 

Gender 0.519 0.500 0.518 0.500 0 1 

Only-Child 0.369 0.483 0.466 0.499 0 1 

Urban/Rural Area 0.704 0.457 0.703 0.457 0 1 

Father’s Education 12.987 3.232 11.678 2.854 9 19 

Mother's Education 13.164 3.334 11.359 2.795 9 19 

Father's Occupation 44.311 20.800 38.874 19.672 0 69 

Mother's Occupation 34.515 23.867 30.831 21.209 0 69 

Family's Economic Status 0.422 0.137 0.428 0.130 0 1 

Central Region of Jiangsu 0.165 0.371 0.161 0.368 0 1 

Southern Region of Jiangsu 0.588 0.492 0.575 0.494 0 1 

On/Off Campus 0.031 0.172 0.140 0.346 0 1 

Academic Burden 3.107 1.871 4.008 2.029 0 9 

Academic Performance (Total) 519.083 53.088 512.708 59.704 265.900/276.210 684.220/691.630 

 

 

 

 

“Always” were treated as always doing so. This allowed intervention and control 

groups to be constructed and analyzed with the matching method. 

Control Variables 

Variables were included to control for salient student characteristics such as gender, 

family background, academic burden, residence (on/off campus), and urbanicity. Stu-

dent family background was estimated based on five variables: father’s education level, 

mother’s education level, father’s occupation, mother’s occupation, and family econom-

ic status. Parent education was assigned a value of 1 for junior high or lower, 2 for high 

school, 3 for university degree, and 4 for post graduate degree. (Regression treats 9, 12, 

16, and 19 the same as 1, 2, 3, and 4.) In terms of parent occupations, we refer to the 

research of Li Chunling, Lu Xueyi, etc., (2005) and use the expert assignment method 

to assign values to the parents’ occupations using professional reputation scores. The 

specific method ranks the professional prestige of various occupations on a zero to 100 

scale. The values in our subsample range from zero to 69. As for family economic sta-

tus, the family economic conditions are characterized by investigating the amount of 

family possessions. Taking into account the differences between urban and rural areas, 

we also include dummy variables of urban and rural areas in the model. 

Table 2 reports descriptive statistics for the variables in this study. The table 

indicates that the proportion of primary students who often participate in housework in 

the sample is 76.9%, and the proportion of junior high school students who often partic-

ipate in housework is 46.3%. The average academic burden of junior high school stu-

dents is 4 hours, while for primary school students, it is 3 hours. The average academic 

scores of primary and junior high school students were 519.08 and 512.71 respectively. 



Wang et al. Does Housework Help Improve Academic Performance? 

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Model Setting 

This research aims to explore the extent to which the frequency of participation in 

housework can affect students’ academic achievement. But because characteristics such 

as family economic background can affect the analysis results or lead to biased esti-

mates, matching methods are used to eliminate sample selection bias to solve this prob-

lem. However, since the commonly used Propensity Score Matching (PSM) has to pass 

the balance test and the common support domain test, it has higher requirements on the 

data and often fails to match (Rosenbaum & Rubin, 1983). As far as this study is con-

cerned, the pre-phase analysis indicated that it was impossible to use the PSM method 

to eliminate possible sample selection bias because it failed to pass the relevant test. 

In response to this problem, we use the Coarsened Exact matching (CEM) 

method to improve the accuracy of the analysis. CEM’s essence is to control the differ-

ence between the treatment group and the control group before treatment by matching 

samples, so that the covariate empirical distribution of the treatment group and the con-

trol group are closer. When using the CEM method, the maximum imbalance between 

the treatment group and the control group can be selected by the researcher in advance, 

and the variables are grouped according to the researcher’s criteria. As such, while re-

taining basic information, the efficiency of matching is improved, and both the degree 

of model dependence and the estimation error of average treatment effect are reduced. 

In this way, the data can be limited within the scope of common support, which con-

forms to the principle of consistency and is less sensitive to measurement errors. This 

method has a very important feature, that is, monotonic imbalance boundary, which 

means based on the criteria for grouping variables in advance, it can ensure matching to 

improve the balance of the sample, and thus limit the degree of model dependence and 

the estimation error of average treatment effect. So there is no need to check the balance 

of covariates after matching, and adjusting the imbalance of one variable will not affect 

the imbalance of any other variables. CEM can yield a weight variable (Weight) during 

the matching process without requiring the two groups before and after the matching to 

be numerically equal. Using CEM can solve sample selection bias while retaining the 

original samples to the greatest extent, and improve the accuracy of the model for the 

analysis. (Iacus et al., 2011; Chen & Gu, 2019) 

Therefore, this study calculates the weights (cem_weights) through the pan-

exact matching method, and includes them in the regression model, so as to control se-

lection bias and reduce the imbalance of feature variables between groups. The charac-

teristic variables used for Coarsened Exact matching are gender, only-child, urban/rural 

area, parents’ maximum years of education, parents’ occupational prestige, family eco-

nomic background level, on/off campus, and student’s academic burden. The specific 

model is shown in equation (1), where AveGradesi is the average academic perfor-

mance score of the i-th student, β0 is the intercept of the model, Lao2i is whether the i-

th student often participates in housework, and Xi is the control variable. β1 and β2 are 

the regression coefficients of each variable, and εi is the residual. 

 

AveGradesi=β0 + β1Lao2i + β2Xi + εi[cem_weights] (1) 

 

 



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Table 3. Least Squares Regression Results (Dependent Variable: Aca-
demic Performance). 

Variable 
Model 1 Model 2 Model 3 Model 4 

PS JHS PS JHS PS JHS PS JHS 

Housework 
Participation 
Freq. 

12.381*** -6.653*** 12.546*** -3.103*** 11.196*** -1.327*** 12.446*** -0.777** 

(0.414) (0.376) (0.399) (0.382) (0.390) (0.372) (0.393) (0.372) 

Gender   
-6.911*** -10.089*** -5.465*** -8.289*** -5.114*** -7.902*** 

  
(0.317) (0.377) (0.311) (0.367) (0.313) (0.365) 

Only-Child   
22.299*** 16.714*** 18.284*** 9.302*** 17.390*** 9.605*** 

  
(0.328) (0.388) (0.327) (0.389) (0.329) (0.388) 

Urban/ 
Rural Area 

  
16.249*** 16.559*** 9.828*** 7.800*** 8.156*** 6.168*** 

  
(0.367) (0.421) (0.374) (0.428) (0.381) (0.438) 

Central Region 
of Jiangsu 

  
20.025*** 4.225*** 16.573*** 3.138*** 15.869*** 4.932*** 

  
(0.525) (0.607) (0.522) (0.594) (0.528) (0.614) 

Southern 
Region of 
Jiangsu 

  
12.982*** 3.246*** 8.224*** (0.246) 6.592*** -1.080** 

  
(0.413) (0.469) (0.409) (0.463) (0.413) (0.489) 

Father's 
Education 

    
4.259*** 4.765*** 4.089*** 4.659*** 

    
(0.075) (0.097) (0.075) (0.097) 

Mother's 
Education  

    
-1.626*** 0.641*** -1.650*** 0.554*** 

    
(0.072) (0.102) (0.073) (0.101) 

Father's 
Occupation 

    
0.034*** 0.071*** 0.017* 0.066*** 

    
(0.009) (0.012) (0.009) (0.012) 

Mother's 
Occupation  

    
0.086*** 0.104*** 0.078*** 0.079*** 

    
(0.008) (0.010) (0.008) (0.010) 

Family's 
Economic 
Status 

    
67.842*** 47.598*** 62.050*** 42.534*** 

    
(1.328) (1.659) (1.351) (1.662) 

On/Off 
Campus 

      
-18.254*** 9.412*** 

      
(1.078) (0.614) 

Academic 
Burden 

      
2.957*** 3.162*** 

      
(0.092) (0.100) 

Constant 

509.563 
*** 

515.789 
*** 

483.359 
*** 

498.413 
*** 

426.728 
*** 

419.638 
*** 

425.482 
*** 

411.846 
*** 

(0.372) (0.257) (0.554) (0.534) (0.878) (1.002) (0.887) (1.039) 

Sample Size 103507  100,998 98,130 95,719 88,805 89,426 86,454 88,848 

Adjusted R2 0.010  0.003 0.11 0.05 0.209 0.154 0.222 0.165 

F 895.55 313.24 1,955.68 865.05 2053.55 1565.6 1831.57 1422.80 

Note: PS: Primary School. JHS: Junior High School. 1. The standard error of the regression coefficient is in parentheses; 2. 

Significance level：*p<0.1，**p<0.05，***p<0.01 

 

 

 

 

Regression Results 

OLS Regression Results 



Wang et al. Does Housework Help Improve Academic Performance? 

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This research first uses the least squares regression to obtain a benchmark estimate of 

the impact of students’ participation in housework on their academic achievement. The 

results in Table 3 show that after controlling students’ personal characteristics, family 

background, residency (on/off campus), and the burden of schoolwork, a significant 

positive correlation exists among primary school students between housework participa-

tion and academic performance. Among junior high students, however, this relationship 

is significant negative. Instead, there is a significant positive correlation among junior 

high students between mother’s schooling years, on/off campus residency, the burden of 

schoolwork, and academic performance. It can be seen from Model 4 that compared 

with the pupils who do not often participate in housework; pupils with frequent house-

work participation score an average of 12.45 points higher in academic performance. 

From Model 3 and Model 4, it is found that the father’s education level, parents’ profes-

sional background, and family economic background, all have a significant positive 

impact on children’s academic performance in both elementary and junior high school 

and family economic background factors have the greatest impact. It is worth noting 

that although the mother’s education level has a significant impact on primary and jun-

ior high school students, its direction on primary school students’ academic perfor-

mance is negative, that is, mother’s high educational background is not conducive to the 

improvement of the primary and junior high school students’ academic performance. 

Regression Results after Controlling the Selection Bias 

Because of the influence of sample selection bias, the results of the benchmark regres-

sion may have biased estimates. Therefore, this study uses Coarsened Exact matching 

technology to improve the estimation accuracy of the model. The L1 value (Multivari-

ate Imbalance Measure) generated by the Coarsened Exact matching indicates the de-

gree of imbalance of the data. L1 ranges from 0 to 1, with larger values indicating 

greater imbalance.  Researchers can judge the matching effect according to the changes 

in L1 value. The more L1 drops, the better the matching effect (Iacus, et al., 2012). 

Table 4 shows that after Coarsened Exact matching, 24,117 cases from the 

primary school sample remained valid as did 43,514 cases from the junior high sample, 

accounting for 23.3% and 43.1% of the original samples respectively. The L1 value 

decreased from 0.87 and 0.67 to 0.52 and 0.34, respectively. This shows that while ob-

taining a better matching effect, more samples are retained in the study (see Table 4). 

The obtained weights (cem_weights) are brought into the regression model for calcula-

tion, and the regression results are shown in Table 5. 

After controlling sample selection bias, doing housework frequently still has a 

significant positive impact on academic performance among primary school students. 

While for junior high school students, the correlation between participating in the phys-

ical housework frequently and academic performance has changed from negative to 

positive. Specifically, in the explained variable of student academic performance, the 

differences caused by other control variables that affect whether students often partici-

pate in housework dropped by 1-2 points, indicating that the Coarsened Exact matching 

technique has corrected the biased estimate of least squares method well. Of particular 

interest, the regression coefficient of primary school students’ academic performance 

and the frequency of participation in housework become 12.18, while that of junior high 



Wang et al. Does Housework Help Improve Academic Performance? 

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Table 4. Coarsened Exact Matching Results (Dependent Variable: Aca-
demic Performance). 

 Primary School Junior High School 

 

Infrequently 
Participate 
In Housework 

Frequently 
Participate 
In Housework Total 

Infrequently 
Participate  
In Housework 

Frequently  
Participate  
In Housework Total 

Total 
Sample 

23,917 79,590 103,507 54,224 46,774 100,998 

Matched 
Sample 

8,097 16,020 24,117 22,504 21,010 43,514 

Unmatched 
Sample 

15,820 63,570 79,390 31,720 25,764 57,484 

Before 
Matching L1 

0.87 0.67 

After 
Matching L1 

0.52 0.34 

 

 

 

 

school students is 1.27. 

Among the control variables, for both primary school and junior high school 

students, girls, only-children, and students from urban area have higher academic per-

formance scores than boys, non-only children, and students from rural area. Regional 

factors and living on or off campus have different effects on elementary school students 

and junior high school students. The former only significantly predicts the academic 

performance of elementary school students, while the latter only significantly predicts 

the academic performance of junior high school students. It is also worth noting that 

mother’s education level is the only factor in the student’s family background that has a 

significant negative impact on the pupil’s academic achievement while other students’ 

family background factors have a positive effect. 

Discussion 

“Frequent” Housework Appears to be Positively Relat-

ed to Student Academic Performance.  

The study uses the OLS regression model to make regression analysis on the various 

factors affecting student performance, and follows this with CEM matching to control 

for possible errors caused by sample selection bias. The matching results show that fre-

quent participation in housework has a significant positive impact on the academic 

achievements of primary and junior high school students, but a difference exists be-

tween elementary school students and junior high school students. This result is mutual-

ly confirmed with the researches of Wang (Wang & Xu, 2020), Gu (Gu, 2021), Fang 

(Fang & Cao, 2021) and others. But actually, we don’t know what “frequent” means in 

terms of hours, this result is based on our own criteria for dividing this frequency of 

housework participating. And maybe extreme amounts of housework participation 

might be detrimental. Fang’s research also shows that the demarcation point is one hour 

as for the effect of housework on junior high school students’ academic performance. 



Wang et al. Does Housework Help Improve Academic Performance? 

BECE, Vol.10, No. 1, 2022 1294 

Table 5. Regression Results after Weighted Coarsened Exact Matching 
(Dependent Variable: Academic Performance). 

 Primary School Junior High School 

Housework Participation Freq. 12.178*** 1.272** 

(0.620) (0.540) 

Gender -5.694*** -7.616*** 

(0.591) (0.549) 

Only-Child 15.219*** 9.273*** 

(0.696) (0.609) 

Urban / Rural Area 5.147*** 3.519*** 

(0.764) (0.650) 

Central Region Of Jiangsu 19.331*** 5.084*** 

(1.234) (0.994) 

Southern Region Of Jiangsu 6.135*** -2.639*** 

(0.834) (0.773) 

Father's Education 4.239*** 4.316*** 

(0.220) (0.207) 

Mother's Education -1.456*** 0.762*** 

(0.209) (0.216) 

Father's Occupation 0.009  0.095*** 

(0.021) (0.023) 

Mother's Occupation 0.078*** 0.117*** 

(0.018) (0.020) 

Family's Economic Status 75.963*** 59.698*** 

(3.406) (3.062) 

On/Off Campus -9.135 12.369*** 

(6.143) (1.028) 

Academic Burden 4.020*** 3.564*** 

(0.228) (0.183) 

Constant 422.436*** 405.332*** 

(1.627) (1.684) 

Sample Size 22,909 41,184 

Adjusted R2 0.255 0.151 

F 603.47 563.77 

Note: 1. The standard error of the regression coefficient is in parentheses; 2. Significance level: *p<0.1, **p<0.05, ***p<0.01 

 

 

 

 

Doing housework more than one hour will have a negative impact on students’ academ-

ic achievement (Fang & Cao, 2021). This is also a good area for further research.  

Based on our results, the reason why housework is conducive to the improve-

ment of academic performance is that doing housework may affect the development of 

students’ cognitive abilities such as thinking, logic and problem solving. Primary school 

students, for instance, may rely more on perceptual experience to complete learning 

tasks (Schmidt et al., 2019). Housework may thus help them understand what they have 

learned more concretely through hands-on practice (Anna, 2017). For junior high school 



Wang et al. Does Housework Help Improve Academic Performance? 

BECE, Vol.10, No. 1, 2022 1295 

Table 6. Binary Logistics Regression Results (Dependent Variable: The 
Frequency of Participation in Housework). 

 
Primary School Junior High School 

 
B T P OR 95%CI B T P OR 95%CI 

Gender 
-
0.135 
*** 

-8.221 0.000 0.874 
-
0.167 

-
0.103 

0.273 
*** 

19.761 0.000 1.314 0.246 0.300 

Only-
Child 

-
0.081 
*** 

-4.673 0.000 0.922 
-
0.115 

-
0.047 

-
0.213 
*** 

-
14.616 

0.000 0.808 
-
0.242 

-
0.185 

Urban / 
Rural 
Area 

-
0.022 

-1.122 0.262 0.979 
-
0.060 

0.016 
-
0.125 
*** 

-7.822 0.000 0.882 
-
0.160 

-
0.094 

Central 
Region 
of  
Jiangsu 

0.056 
** 

2.061 0.039 1.058 0.003 0.109 
0.180 
*** 

7.904 0.000 1.197 0.135 0.224 

Southern 
Region 
of  
Jiangsu 

-
0.085 
*** 

-4.070 0.000 0.918 
-
0.126 

-
0.044 

-
0.210 
*** 

-
11.530 

0.000 0.813 
-
0.242 

-
0.171 

Father's 
School-
ing 
Years 

0.023 
*** 

6.272 0.000 1.023 0.016 0.030 
-
0.016 
*** 

-4.395 0.000 0.984 
-
0.023 

-
0.009 

Mother's 
School-
ing 
Years 

0.019 
*** 

5.355 0.000 1.018 0.012 0.025 
0.012 
*** 

3.328 0.001 1.012 0.005 0.020 

Father's 
Occupa-
tion 

0.001
* 

1.821 0.069 1.001 
-
0.000 

0.002 
-
0.004 
*** 

-9.263 0.000 0.996 
-
0.005 

-
0.003 

Mother's 
Occupa-
tion  

0.001 
*** 

2.912 0.004 1.001 0.000 0.002 
0.001
* 

1.736 0.083 1.000 
-
0.000 

0.001 

Family's 
Econom-
ic 
Status 

0.098 1.495 0.135 1.103 
-
0.031 

0.228 
-
0.166 
*** 

-2.808 0.005 0.847 
-
0.282 

-
0.050 

On/Off 
Campus 

0.016 0.312 0.755 1.016 
-
0.085 

0.117 
0.231 
*** 

10.411 0.000 1.260 0.188 0.275 

Academ-
ic 
Burden 

-
0.163 
*** 

-
32.328 

0.000 0.850 
-
0.173 

-
0.153 

-
0.072 
*** 

-
19.139 

0.000 0.930 
-
0.080 

-
0.065 

Note: 1) The standard error of the regression coefficient is in parentheses; 2) Significance level: *p<0.1, **p<0.05, ***p<0.01 

 

 

 

 

students (who have more difficulties in schoolwork and more pressure from academic 

competition), the academic impact of participation in housework appears to involve a 

more complicated mechanism, so there may be no simple linear positive correlation 

between the two variables. Our findings lend confidence however to the assumption that 

“frequent” housework will not hurt their academic performance. 

Primary and Junior High School Students’ Participa-

tion in Housework may be Insufficient, as the Burden 

of Schoolwork has a Significant “Crowding Out” Effect 

On Housework Participation 



Wang et al. Does Housework Help Improve Academic Performance? 

BECE, Vol.10, No. 1, 2022 1296 

Based on the 2020 Monitoring of Students’ Academic Quality in Basic Education in 

Jiangsu Province, the study found that more than 50% of junior high school students 

and about 30% of elementary school students in Jiangsu Province did not often partici-

pate in doing housework, leading one to suspect that their engagement in housework 

may be insufficient, especially junior high school students. What are the factors that 

hinder elementary and junior high school students from participating in housework? By 

using the frequency of participation in housework as the dependent variable, and the 

relevant influencing factors as the independent variables, we construct a binary logistics 

model, and get the regression results in Table 6. This result clearly shows that for both 

primary and junior high school students, excessive academic burden is the key factor to 

prevent the students from doing much housework. There is a significant negative corre-

lation between the schoolwork burden of students and their engagement in housework. 

This means that the heavier the schoolwork burden, the less time students can spend on 

housework, therefore the schoolwork burden has a significant “crowding out” effect on 

housework participation. 

Other Factors Affecting Students’ Participation in 

Housework 

Our analyses suggest that factors such as gender, only-child, region, urban and rural 

areas, and family background all have an impact on primary and junior high school stu-

dents’ housework participation and academic performance. Among these, the influence 

of father’s education level on children’s housework participation and academic perfor-

mance is quite thought-provoking. The above results show that, for primary school stu-

dents, the higher the father’s education level and occupation, the higher primary school 

students’ frequency of participation in housework, but for junior high school students, 

the higher the father’s education level and occupation, the lower the frequency of par-

ticipation in housework. We believe that it may precisely reflect the current status of the 

father’s role in family education. On one hand, a large number of studies have found 

that there is still a widespread phenomenon in Chinese families of “men managing ex-

ternal affairs and women internal”, which means that in family education, fathers often 

play the role of providing more generous social resources to the family through “outside” 

work and social activities. On the other hand, because the academic pressure at the jun-

ior high school stage is much greater than that at the primary school stage, in the se-

quence of family resource input, most families tend to focus on aspects that are condu-

cive to the improvement of academic performance at the junior high school stage. In 

this process, fathers with higher academic qualifications and higher professional levels 

tend to access more social capital to increase time and energy investment in children 

and academic performance, thereby forming a “crowding out” effect on housework ed-

ucation. This will undoubtedly have an adverse effect on housework participation in the 

junior high school stage. In short, the analysis results in Table 6 show that from primary 

school to junior high school, the change in the focus of family social resource input is 

more accomplished by the change of the father’s role. In the junior high school, the fa-

ther (who represents family resources) turns more preference towards improving chil-

dren’s academic performance, which has a negative impact on children’s housework 



Wang et al. Does Housework Help Improve Academic Performance? 

BECE, Vol.10, No. 1, 2022 1297 

participation (Yao & Chen, 2020; Wang, Zhao & Meng, 2015; Zhao, Wang & Liu, 

2013). 

Research Limitations and Prospects 

Housework is an important way to shape personality as well as character, and boost the 

all-round development of primary and junior high school students. In fact, whether 

housework can improve academic performance or not, it should be given more attention 

and appreciation. The focus in this study has been put on the impact of housework on 

academic performance, for the reason that only a few studies on this issue have been 

made in China. Besides, if the positive effect of housework on academic performance 

can be shown, the worries of schools and parents will be relieved, and more parents 

may realize the importance and value of housework and be willing to let their children 

to perform it. As far as the present research is concerned, the impact of housework on 

students’ character and personality is not involved, and the discussion on how house-

work can influence students’ development has not been fully investigated. It is argued 

that this may be more important than the relationship between housework and academic 

performance, which should be addressed in future research. 

Conclusion and Suggestion 

The conclusions of this study are more robust and accurate because more detailed and 

larger scientific data were employed by CEM. The results have shown that the current 

situation of Chinese primary and junior high school students’ participation in house-

work is not ideal, with 23.1% of elementary school students and 53.7% of junior high 

school students participating in housework infrequently. In terms of the impact of 

housework on academic performance, after Coarsened Exact matching, if the students 

had the similar individual characteristics, family background, and the environment, then 

primary school students who frequently participate in housework had an average aca-

demic score of 12.178 points higher than those who do not often participate in house-

work; the academic performance of junior high school students was about 1.272 points 

higher. This shows that frequent participation in housework has a positive effect on the 

improvement of students’ academic performance. Further analysis showed that the stu-

dent’s academic burden had an obvious “crowding out” effect on their participation in 

housework, and during which process, parents’ anxiety about schoolwork is a key factor 

affecting their children’s participation in housework. 

Based on the above findings, we hold that to further strengthen the housework 

education of primary and secondary school students, joint efforts should be made by the 

society, schools, and parents together to improve students’ personalities through 

housework education and thus achieve the overall development of students. 

Strengthen Publicity and Guidance to Enhance Peo-

ple’s Awareness of the Importance of Housework Edu-

cation. 



Wang et al. Does Housework Help Improve Academic Performance? 

BECE, Vol.10, No. 1, 2022 1298 

On the one hand, researchers need to provide more reliable evidence to clarify the influ-

encing factors, mechanism of action, and effective implementation path of housework 

education. On the other hand, the education authorities and schools should further in-

crease publicity and guidance with various channels of communication to clarify the 

importance of housework education, and help parents raise their awareness of house-

work education, reduce or eliminate their excessive academic anxiety, and thus actively 

implement family housework education. In this process, great attention should be paid 

to how to transfer the academic research results, and guide the parents to change their 

education concepts and educational models with scientific evidence. 

Reduce the Burden of Schoolwork Effectively and Re-

lieve its Squeeze on Housework. 

A major problem found in current family’s education on hard working spirit was that 

the overburden of schoolwork would encroach on the time of doing housework. To 

solve this problem, educational viewpoints should be changed, moreover, how to reduce 

the excessive academic burden of students effectively is also a key issue. This means 

that schools should improve teaching efficiency, strengthen homework management, 

cut down ineffective or noneffective repetitive exercises, and explore the assignment of 

practical homework to give back after-class time to the students. On the government 

level, it must reinforce the management of after-school tutoring classes, take actions to 

combat irregular school-running behaviors, which is focused on blowing up excessive 

anxiety, and guide teaching and training institutions to offer students more practical 

housework education courses in order to help schools and families make progress in 

housework education and promote students’ overall development. 

Make Full Use of Various Education on Hard Working 

Spirit Resources to Provide Children With Diversified 

Opportunities of Housework Education. 

 Chinese famous educator Xingzhi Tao once said, “The life you live is the education 

you receive. If you live a lavish life like a young master, even if you read books about 

hard working every day, you are not considered to be educated by hard working.” 

(Dong, 1991) Only by practicing the life of housework can we implement housework 

education truly and effectively. Because life covers a wide range of areas, housework 

education requires the joint efforts of families, schools, and society to provide students 

with life-oriented, experiential, and interesting housework education resources and op-

portunities to take part in housework while creating a social atmosphere in which 

housework is glorious. In this process, more bases should be constructed to experience 

housework and do social practice by the government and society, and more housework 

courses should be set up by the school. In addition, students should be encouraged to 

engage in more housework by the family. Only with the concerted efforts of all parties 

can we offer more chances of housework education to primary and secondary school 

students. 

 



Wang et al. Does Housework Help Improve Academic Performance? 

BECE, Vol.10, No. 1, 2022 1299 

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Wang et al. Does Housework Help Improve Academic Performance? 

BECE, Vol.10, No. 1, 2022 1301 

ity theory. Psychology and the improvement 

of innovative ability-The 16th National Con-

ference on Psychology, 2. 

 

 

 

 

Received: 29 November 2021 

Revised: 08 December 2021 

Accepted: 29 December 2021 

 

 

 

 

 


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	OriginalArticle-JijunYao--BECE_MaintextJan2022

