Supporting Homework: Reverence or Profanity on Students’ Academic Achievements

Abstract

The role of homework in students’ academic achievement has become matter of discussion for the decades. In this sphere, this research tried to investigate the role of homework in students’ academic achievement from learners’ perspectives with sequential explanatory mixed research design. Survey questionnaire and unstructured interview were used as the tools of data collection and 400 secondary level students from both public and institutional schools from a district of Nepal were the sample population. Two datasets; quantitative and qualitative were collected and analyzed sequentially. The findings of the research reveal that homework can enhance students’ academic achievement but the traditional type and amount of homework assigned, and the less support from their teachers and parents promote plagiarism and demotivate learners in doing it for their own sake. The findings suggest that homework should be for students’ leaning which is possible when they are intrinsically motivated in doing it.