An investigation of the effects of homework on students' academic performance in secondary schools in Kaltungo LGA, Gombe State
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- NGN 5000
Background of the Study:
Homework has long been a cornerstone of educational practice, serving as an extension of classroom learning and a mechanism for reinforcing academic content. In recent years, debates have intensified regarding the actual benefits and potential drawbacks of homework, especially within diverse educational contexts. In secondary schools in Kaltungo LGA, Gombe State, homework is widely employed as a tool to supplement instruction and promote independent learning. However, concerns have been raised about whether the volume and nature of homework assigned effectively contribute to academic performance or inadvertently hinder it (Adebayo, 2023). Several studies have highlighted that well-structured homework can enhance understanding and retention of subject matter, foster critical thinking, and encourage time management skills among students (Chukwu, 2024). Conversely, other research points to the possibility that excessive homework may lead to student fatigue, increased stress, and diminished enthusiasm for learning (Garba, 2023).
In Kaltungo LGA, where educational resources and support systems may vary significantly among schools, the role of homework becomes even more critical to examine. Factors such as teacher preparedness, parental involvement, and the socioeconomic background of students can moderate the effectiveness of homework in achieving desired academic outcomes (Ibrahim, 2024). Moreover, recent shifts in educational paradigms—driven by technological advances and changing societal expectations—have prompted educators to reconsider traditional homework practices. Integrating interactive, student-centered approaches may transform homework into a more effective learning tool (Olawale, 2025). Additionally, disparities in academic performance across various demographic groups suggest that homework, if not properly designed, might exacerbate existing inequalities (Usman, 2024). Thus, a comprehensive evaluation of homework’s role is essential to ensure it fulfills its intended purpose without imposing undue stress. Recent debates underscore the urgency of reassessing homework assignments to balance academic rigor with student well-being (Suleiman, 2023). This study will examine the multifaceted impact of homework on academic performance, considering both its potential benefits and challenges within the unique context of Kaltungo LGA.
Statement of the Problem:
Despite the acknowledged benefits of homework in reinforcing classroom learning, significant challenges persist regarding its actual impact on student academic performance in Kaltungo LGA. While some educators assert that homework promotes deeper understanding and self-discipline, there is growing evidence suggesting that excessive or poorly designed assignments may lead to academic burnout and disengagement (Adebayo, 2023). Furthermore, variations in homework quality and the lack of standardized practices create inconsistencies in its effectiveness. Socioeconomic disparities further complicate the picture, as students from less privileged backgrounds may struggle with limited access to learning resources, thereby widening the performance gap (Chukwu, 2024). In addition, there is a paucity of localized research addressing how cultural and infrastructural factors influence homework outcomes in this area (Garba, 2023). These challenges are compounded by inconsistent teacher training and differing parental support levels, which collectively hinder the ability to gauge homework’s true effect on academic performance (Ibrahim, 2024). Consequently, without a clear understanding of these variables, schools risk continuing practices that might not be optimally beneficial. This study aims to bridge these gaps by critically evaluating homework’s role, thereby providing insights that can lead to more balanced and effective homework strategies (Olawale, 2025).
Objectives of the Study:
- To examine the relationship between homework practices and students' academic performance.
- To identify contextual factors influencing the effectiveness of homework in Kaltungo LGA.
- To propose evidence-based recommendations for optimizing homework practices.
Research Questions:
- What is the relationship between homework completion and academic performance among secondary school students in Kaltungo LGA?
- Which contextual factors influence the effectiveness of homework assignments?
- How can homework practices be improved to enhance academic outcomes?
Research Hypotheses:
- H1: There is a positive correlation between homework completion and academic performance.
- H2: The quality of homework assignments significantly impacts academic outcomes.
- H3: Student engagement mediates the relationship between homework practices and academic performance.
Significance of the Study:
This study is significant as it provides a critical evaluation of homework practices within secondary schools in Kaltungo LGA, shedding light on both benefits and drawbacks. The findings will inform educators and policymakers about effective homework design strategies, promoting balanced academic growth and improved student well-being.
Scope and Limitations of the Study:
This study is limited to investigating the effects of homework on academic performance in secondary schools within Kaltungo LGA, Gombe State. It focuses solely on homework as a variable, excluding other potential influences on academic performance.
Definitions of Terms:
- Homework: Tasks assigned to students to be completed outside classroom hours to reinforce learning.
- Academic Performance: Measurable outcomes of students' learning, typically assessed via examinations and grades.
- Secondary Schools: Educational institutions providing education to adolescents, generally aged 12 to 18 years.
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