In the 1970’s, French secondary schools were facing an increase of education and were welcoming students with various difficulties, resulting in poor success. If this success is linked to the work done in class, it also depends on the personal work done by the student through homework. Since homework is a source of inequality, the French Ministry of Education proposes the «Homework done» scheme. Our objective is to know the effects of this program on the feeling of personal efficiency of the students. How, in this environment, do students become aware of their skills, of their ability to complete a task and do they feel they are progressing? Methodologically, we conducted a survey of 75 students. Our results show that they give meaning to their work and gain in autonomy. Moreover, they have more self-confidence and feel that they have made progress in cognitive and methodological learning.