Perceptions of Teachers and Students Regarding the 10th Grade Students’ Homework in Perspectives: Academic Achievement and Practices

Abstract

Homework is here to stay, but perspectives about its influence on student achievement vary among stakeholders, as do the ways of using it. This study used a secondary data analysis approach to investigate the correlation between homework and student achievement, examining students' and teachers' perspectives and practices. The secondary datasets were sourced from a doctoral study that used cross-sectional survey questionnaires and a mathematics test (students only) administered to 1500 Grade 10 students and 60 teachers teaching Grade 10 students across 60 schools with Grade 10 students. Findings indicated that students with homework assigned three to four times weekly tend to achieve higher mathematics test scores. Furthermore, teachers who consistently employ homework for various purposes, such as monitoring completion, providing feedback, and engaging students in class discussions, are associated with higher test scores. Despite many students participating in out-of-school mathematics lessons, only some invested extended time in in-school mathematics-related activities, indicating a potential gap in learning opportunities.