Influence of Homework Based Factors on Learners’ Academic Performance in Day Secondary Schools in Rwanda: A Case of Nyamasheke District
DOI:
https://doi.org/10.53983/ijmds.v14n7.009Keywords:
Homework Based Factors, Learners’ Academic Performance, Day Secondary SchoolsAbstract
This paper examined the influence of homework-based factors on learners’ academic performance in day secondary schools in Nyamasheke District, Rwanda. It aimed to identify key homework-related factors, assess their impact on student performance, and analyze their correlation with academic outcomes. A descriptive survey design incorporating both quantitative and qualitative methods was used. The study targeted 471 participants, from which 217 were sampled using Taro Yamane’s formula. Stratified and purposive sampling techniques ensured appropriate representation. Data was collected through questionnaires for teachers and students and interviews with head teachers. Validity was ensured through expert judgment, and reliability was tested using Cronbach’s alpha. Findings showed that 95.7% of respondents recognized the quality of homework assignments as a key factor influencing performance, while 91.2% disagreed that the learning environment was a major factor. Surprisingly, a majority disagreed that excessive homework negatively affects performance or causes stress. However, 90% strongly agreed on the importance of time management, and 91.8% emphasized the role of the homework environment. Pearson correlation analysis revealed a significant relationship between homework-based factors and exam performance (r = 0.473, p < 0.05), while other outcomes showed weaker or non-significant associations. The study recommends that the Ministry of Education enhance teaching resources and provide training for both teachers and students.
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