Relationship Between Amount of Homework and Performance in Mathematics among Public Day Secondary School Students in Hamisi Sub-County, Kenya
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Date
2019-10
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Research and Scientific Innovation (IJRSI)
Abstract
Various endeavors have been employed to improve
performance in mathematics in Hamisi Sub-County including
homework which teachers give to students at various amounts to
no avail. Performance in mathematics is still the lowest not only
in the county but also in the entire region. Appropriately
managed homework may not have been exploited as research
done so far has not established the amount of homework which
impacts positively on the performance of secondary school
students in mathematics. Existing literature indicates that
teachers give various amounts of homework tasks based on their
own discretion yet little is known about how much homework
task is beneficial to learners in terms of improved performance
in mathematics. In this study, questionnaires and document
analysis guide were used to collect quantitative data which were
then analyzed by use of frequencies, percentages and Pearson
moment correlation coefficient. Qualitative data were analyzed
by creating thematic categories and reported as verbatim
excerpts. The study revealed that students assigned 21-30
mathematics questions staggered through different days within a
week performed better than those assigned more or less
questions for the entire topic but as a single assignment done
within a period of one day. The findings of this study may be
useful to the Ministry of Education, school managers and
administrators to develop a policy on homework as a tool for
enhancing performance in mathematics and other subjects
instead of leaving its management exclusively at the discretion of
teachers.
Description
Keywords
Homework, amount of Homework, performance in mathematics, relationship