IMPACT OF HOMEWORK ON STUDENT ACHIEVEMENT, CASE

STUDY AT KIMACHIA SECONDARY SCHOOL, MERU COUNTY

(KENYA)

ZAKAYO EMILY KAIMURI ED203/105048/20

“A RESEARCH PROPOSAL SUBMITTED IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE DEGREE OF EDUCATION ARTS MERU UNIVERSITY OF
SCIENCE AND TECHNOLOGY”

17TH November 1, 2023

 DECLARATION

I hereby declare that this project is my own original work, it has never been uplifted or

reproduced from any other studies, neither has been submitted anywhere else for academic

purposes.

SIGNATURE………………………………...DATE…………………………

i
 DEDICATION

My special dedication to my parents, sisters, brother and friends who have been a

great support in building up the idea of research. I also want to thank my able

lecturer Dr. Liburu for proper guidance in handling the research process.

ii
 ACKNOWLEGMENT

I thank the Almighty God for providing me with the strength and courage to oversee and carrying

out research. Much appreciation goes to my supervisor Dr. L. Liburu for his unwavering support,

encouragement and professional guidance during the development of this research study. Many

thanks to Joe-Tech Computers for their unparalleled commitment while they helped me print the

document. My very sincere appreciations to my family members their encouragement, moral

support, financial support and constructive comments during the development of the research

study. My God bless you all.

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 Table of Contents
DECLARATION...............................................................................................................................................i
DEDICATION.................................................................................................................................................ii
ACKNOWLEGMENT.....................................................................................................................................iii
ABSTRACT..................................................................................................................................................vii
CHAPTER ONE: INTRODUCTION TO STUDY..................................................................................................2
1.0Introduction to the chapter................................................................................................................2
1.2 Statement of the problem.................................................................................................................3
1.3 Purpose of the study..........................................................................................................................3
1.4 Research Objectives...........................................................................................................................3
1.5 Research Questions...........................................................................................................................4
1.6 Significance of study..........................................................................................................................4
1.7.1 Limitation of study..........................................................................................................................4
1.7.2 Delimitations of the study...............................................................................................................5
1.8 Assumptions of the study..................................................................................................................5
1.9 Definition of operation terms............................................................................................................6
CHAPTER TWO: LITERATURE REVIEW..........................................................................................................7
2.0 Introduction to the chapter...............................................................................................................7
2.1 The review of the literature...........................................................................................................7
2.2 Summary of the literature.............................................................................................................8
2.3 Theoretical Framework..................................................................................................................9
2.4 Conceptual Framework................................................................................................................10
CHAPTER THREE: RESEARCH METHODOLOGY...........................................................................................11
3.0 Introduction to the chapter.............................................................................................................11
3.1 Research design...........................................................................................................................11
3.2 Location of the study...................................................................................................................11
3.3 Target population.........................................................................................................................12
The school has a population 489 people...........................................................................................12
3.4 Sampling and sampling procedures.............................................................................................12
3.5 Research Instrument....................................................................................................................13
3.6 Validity of the research instrument..............................................................................................13
3.7 Reliability of the research instrument..........................................................................................13

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 3.8 Data collection procedures..........................................................................................................14
3.9 Data analysis................................................................................................................................14
REFERENCES..............................................................................................................................................15

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 ABSTRACT

This study investigates the relationship between homework and student achievement at Kimachia
Secondary School. Homework has been a long-standing educational practice, yet its efficacy in
improving academic performance remains a subject of debate. This research aims to explore the
extent to which homework influences students' academic success within the unique context of
Kimachia Secondary School.

The methodology involves a mixed-method approach, combining quantitative analysis of

academic scores and qualitative surveys or interviews with students, teachers, and parents.
Academic records, homework completion rates, and standardized test scores will be analyzed to
ascertain any correlation between homework completion and academic performance.
Additionally, qualitative data will provide insights into students' perceptions, attitudes, and
experiences regarding homework.

By examining the impact of homework on student achievement, this study seeks to provide
valuable insights for educators, parents, and policymakers. Understanding the effectiveness of
homework at Kimachia Secondary School can lead to informed decisions about optimizing
homework strategies to enhance student learning outcomes. Ultimately, this research aims to
contribute to the ongoing discourse on best practices in education, specifically in relation to
homework's role in fostering academic achievement.

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 CHAPTER ONE: INTRODUCTION TO STUDY

1.0Introduction to the chapter

The study aims to unravel the nuanced dynamics, examining the effectiveness of homework in

reinforcing learning while considering potential challenges and variations in student outcomes.

1.1Background of the problem

Homework has been a longstanding practice in education, presumed to reinforce learning and

positively impact student achievement. Cooper et al. (2006) highlighted the widely accepted

belief that homework completion contributes to improved academic outcomes across various

grade levels. However, conflicting viewpoints have emerged regarding the effectiveness of

homework in enhancing student achievement, leading to a debate within educational research

(Kohn, 2006). This debate questions the assumed benefits of homework and raises concerns

about its potential adverse effects on students' well-being and overall academic success.

Kimachia Secondary School, like many educational institutions, adheres to homework policies

aimed at supplementing classroom learning and fostering independent study habits among

students. However, within the specific context of Kimachia Secondary School, the effectiveness

of homework practices in influencing student achievement remains underexplored. The

institution's diverse student body and unique educational environment warrant an in-depth

investigation into the impact of homework on student academic performance.

Moreover, Epstein and Van Voorhis (2001) emphasized the importance of aligning homework

tasks with learning objectives, indicating that the nature and relevance of assignments

significantly affect their impact on student achievement.

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1.2 Statement of the problem

The impact of homework on student achievement is a critical area of concern in contemporary

education. Despite extensive research, the field lacks a comprehensive understanding of the

nuanced factors influencing this relationship. The problem arises from the conflicting findings in

existing literature, with some studies suggesting a positive correlation between homework and

academic performance, while others point to potential negative effects such as stress and

burnout. Additionally, the diversity in homework practices, including variations in assignment

types, quantity, and grading methods, adds complexity to the issue.

1.3 Purpose of the study

The purpose of this study is to systematically investigate and analyze the intricate relationship

between homework and student achievement in the educational context.

1.4 Research Objectives

1. To determine the relationship between the amount of homework assigned a student

achievement.

2. To investigate the types of homework assignments that have the most significant impact

on student achievement.

3. To access the impact of homework on different grade levels and subject areas.

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1.5 Research Questions

1. Does the quantity of homework assign to student correlate with their academic

achievement?

2. Are certain types of homework assignments more effective in improving student

academic performance?

3. Does the influence of homework on student achievement vary across different grade

levels and subject areas?

1.6 Significance of study

The significance of this study lies in its potential to inform educational practices and policies by

offering nuanced insights into the impact of homework on student achievement. As homework

remains a widely adopted pedagogical tool, understanding its effects is crucial for optimizing

learning outcomes. By identifying effective homework strategies and considering the diverse

needs of students, this research aims to provide actionable recommendations for educators,

administrators, and policymakers.

1.7.1 Limitation of study

Generalizability, the study may be limited in its generalizability to diverse educational settings,

as the research may focus on specific schools, districts, or regions.

Sampling Bias, the study's results may be influenced by the characteristics of the sample

population. Self-Reporting Bias, data gathered through surveys, interviews, or questionnaires

may be subject to self-reporting bias, where participants may provide responses that they

perceive as socially desirable or that do not accurately reflect their actual experiences with

homework.

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1.7.2 Delimitations of the study

Grade Levels, the study may focus on specific grade levels or a particular educational stage. The

findings may not be representative of the entire educational spectrum.

Geographic Location, the research may be conducted in a specific geographic location, and the

findings may not reflect regional or cultural variations that could influence homework practices

and their impact on student achievement.

School Types, the study may be limited to public or private schools, online or traditional

classroom settings, or specific types of educational institutions. These distinctions may affect the

generalizability of the findings.

1.8 Assumptions of the study

Homework is Common Practice; it is assumed that homework is a common educational practice

and is assigned to students in various educational settings.

Homework Completion and Academic Achievement Correlation, the study assumes that there is

a correlation between students' completion of homework assignments and their academic

achievement.

Homework Quality Matters, it is assumed that the quality and relevance of homework

assignments can impact the effectiveness of homework in reinforcing learning and improving

student outcomes.

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1.9 Definition of operation terms

Homework- refers to tasks, assignments, or exercises given to students by their teachers or

educators to be completed outside of the regular classroom or school hours.

Achievement- refers to the successful accomplishment, attainment, or realization of goals,

objectives, or standards, often in the context of education, work, personal

development, or other areas of life

Generalizability- describe the extent to which the findings or results of a study can be applied or

generalized to a broader population, setting, or context beyond the specific

sample or conditions that were studied.

Pedagogical- refers to the practices, methods, strategies, and principles related to teaching and

education.

Bias- refers to the presence of systematic and consistent deviations from an accurate or objective

representation of reality.

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 CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction to the chapter

The literature review for the impact of homework on student achievement critically examines

existing research to illuminate the complexities of this educational phenomenon. By synthesizing

a range of studies, it seeks to identify patterns, contradictions, and gaps in the current

understanding of how homework influences academic outcomes. This review aims to provide a

comprehensive overview, offering a foundation for the subsequent research by contextualizing

the various perspectives on the subject.

2.1 The review of the literature

Homework's influence on student achievement has been a subject of extensive scholarly inquiry.

Cooper et al. (2006) asserted a positive correlation between homework completion and academic

success across diverse grade levels. In contrast, Trautwein and Koller (2003) emphasized the

critical role of homework quality over quantity, advocating for well-designed and relevant tasks

to enhance student outcomes.

Epstein and Van Voorhis (2001) diverged from the mere volume of homework, stressing the

significance of task alignment with learning objectives. They proposed that the nature and

relevance of assignments influence academic success more than sheer workload. Xu's (2008)

study further highlighted the mediating influence of individual factors like student motivation

and parental involvement on homework's impact, indicating the need to consider these variables.

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Kohn's critical perspective (2006) challenged the assumed benefits of homework, suggesting that

excessive or poorly designed tasks might hinder student learning rather than foster it. In contrast,

Cooper and Valentine (2001) presented a nuanced view, highlighting the varying impact of

homework across subjects and grade levels.

Furthermore, Maltese et al. (2007) focused on high school students and suggested a positive

relationship between homework completion and standardized test scores, particularly in

mathematics and science subjects.

2.2 Summary of the literature

Homework's effect on student achievement has been extensively studied, reflecting diverse

perspectives within educational research. Cooper et al. (2006) emphasized a positive relationship

between homework completion and academic success across various grade levels, suggesting

that well-designed homework tasks can enhance student learning outcomes. In contrast,

Trautwein and Koller (2003) highlighted the significance of homework quality over quantity,

underscoring the importance of relevant and meaningful assignments for improved student

achievement.

Epstein and Van Voorhis (2001) diverged from the emphasis on sheer volume, advocating for

homework tasks aligned with learning objectives. Their study suggested that the nature and

relevance of homework assignments play a crucial role in influencing academic success.

Furthermore, Maltese et al. (2007) focused on high school students and indicated a positive

relationship between homework completion and standardized test scores, particularly in

mathematics and science subjects.

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2.3 Theoretical Framework

The theoretical framework for the impact of homework on student achievement draws upon

several educational theories and models to provide a comprehensive lens through which to

understand this complex relationship. Social cognitive theory, posited by Albert Bandura,

suggests that learning is a dynamic interplay between personal, behavioral, and environmental

factors. In the context of homework, this theory underscores the importance of individual student

characteristics, the nature of assignments, and the learning environment in shaping academic

outcomes.

Vygotsky's sociocultural theory contributes by emphasizing the role of social interactions and

cultural context in learning. Applied to homework, this theory suggests that collaborative and

culturally relevant assignments may enhance their impact on student achievement.

The self-determination theory, proposed by Deci and Ryan, posits that intrinsic motivation is

crucial for sustained engagement and optimal learning outcomes. In the context of homework,

tasks that align with students' interests, autonomy, and competence are likely to yield positive

effects on achievement.

The model of formative assessment, influenced by Black and William, suggests that timely and

constructive feedback is essential for learning. In the homework context, the incorporation of

effective feedback mechanisms can play a pivotal role in enhancing student understanding and,

consequently, academic achievement.

Additionally, the ecological systems theory by Bronfenbrenner emphasizes the importance of

considering the broader context in which learning occurs, including the influence of family,

school, and community.

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2.4 Conceptual Framework

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 CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction to the chapter

This involves a systematic and rigorous approach to gather, analyze, and interpret data. Utilizing

a mixed-methods design, both quantitative and qualitative data will be collected, including

academic performance metrics, surveys, and interviews

3.1 Research design

The research design to be deployed is a mixed-methods approach. Initially, quantitative data will

be collected through surveys distributed among students, teachers, and parents to gauge

perceptions of homework relevance, quantity, and its perceived impact on academic

performance. Simultaneously, qualitative data will be gathered through in-depth interviews with

selected participants to delve into nuanced experiences and attitudes towards homework. These

interviews will provide rich insights into the qualitative aspects of the impact of homework on

students' learning experiences. Furthermore, document analysis of homework assignments,

academic records, and school policies will complement the survey and interview data, providing

additional context.

3.2 Location of the study

This research was conducted in Kimachia Mixed Secondary School which is located in Meru

County Kenya at Tigania West Sub- County. The reason as to why I chose this area is due to its

geographical location which is three kilometers from Meru University of Science and

Technology a walking distance. Kimachia Mixed Secondary School is also an improved school

in the Kenya Certificate of Secondary Education (KCSE), due to my investigation the improved

achievement was majorly brought about by more application of homework.

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3.3 Target population

The actual population in Kimachia Mixed Secondary School is clearly distributed as shown

below

Students Teachers Non-teaching staff

265 female students 9 male teachers 3 females (cleaners and

secretary)

195 male students 10 female teachers 7 males (security and cooks)

460 students 19 teachers 10 non-teaching staff

The school has a population 489 people.

3.4 Sampling and sampling procedures

A purposive sampling method will be employed. The school will be selected due to its diverse

student population and willingness to participate in the study. The sample will include students

from various grade levels, ensuring representation across different academic stages. Within each

grade, students will be selected based on their willingness to participate and parental consent.

Additionally, teachers from diverse subjects will be included to capture variations in homework

practices.

To ensure a comprehensive understanding, the research will employ a case study approach. This

qualitative method allows for an in-depth exploration of the impact of homework on student

achievement of Kimachia Secondary School. Data collection will involve interviews with

students, teachers, and parents, as well as document analysis of homework assignments and

academic records.

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3.5 Research Instrument

The research instruments for the case study at Kimachia Secondary School will encompass a

structured survey, semi-structured interviews, and document analysis. The structured survey will

include Likert-scale questions to quantify students' perceptions on the relevance, effectiveness,

and stress levels associated with homework assignments. Semi-structured interviews will be

conducted with students, teachers, and parents to capture in-depth qualitative insights into their

experiences, attitudes, and observations regarding the impact of homework on student

achievement.

3.6 Validity of the research instrument

For validity the structured survey will undergo content validity assessment by experts in

education and measurement to ensure that the questions effectively capture relevant aspects of

homework impact. The survey will also include a pilot study with a diverse sample of students to

assess face validity and refine any ambiguous or confusing items. The semi-structured interviews

will be designed using established qualitative research principles, ensuring that questions align

with the research objectives and are capable of eliciting rich, meaningful responses. The

researcher will engage in member checking, seeking feedback from participants to confirm the

accuracy and authenticity of their perspectives.

3.7 Reliability of the research instrument

To ensure reliability of the research instruments several measures will be implemented. The

structured survey will undergo pre-testing with a small sample of students to assess the clarity of

questions and gather feedback on their understanding of the survey items. Any necessary

adjustments will be made based on the pre-test results. For the semi-structured interviews, a

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detailed interview guide will be developed, ensuring consistency and standardization in

questioning across participants. The researcher will undergo training to maintain a consistent and

unbiased approach during interviews

3.8 Data collection procedures

The data collection procedures will involve a systematic approach. Firstly, a structured survey

will be administered to students, collecting quantitative data on their perceptions of homework

and its impact on academic performance. Simultaneously, semi-structured interviews will be

conducted with students, teachers, and parents to gather qualitative insights into their experiences

and perspectives regarding homework. Document analysis will involve a thorough examination

of homework assignments, academic records, and relevant school policies

3.9 Data analysis

The data analysis for the case study on the impact of homework on student achievement at

Kimachia Secondary School will involve a mixed-methods approach. Quantitative data from the

structured survey will be analyzed using statistical methods such as descriptive statistics and

regression analysis to identify patterns and correlations between homework variables and

academic outcomes. Qualitative data from semi-structured interviews will undergo thematic

analysis, allowing for the identification of recurring themes and in-depth insights into

participants' perspectives. Triangulation of findings from both quantitative and qualitative strands

will be conducted to provide a more comprehensive understanding of the impact of homework

on student achievement. The document analysis will complement survey and interview data,

offering additional context to the overall findings.

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