Frequency of Homework Practices and Their Effect on Academic Achievement of Junior School Students in Bungoma County, Kenya

Homework is widely recognized as an important instructional strategy for reinforcing classroom learning and improving students' academic achievement. However, limited empirical evidence exists on the specific effect of homework frequency on academic achievement among junior school students. This study examined the effect of the frequency of homework practices on the academic achievement of junior school students in Bungoma County, Kenya. The study adopted an explanatory correlational research design involving 589 respondents comprising Grade 9 learners, junior school teachers, and parents drawn from 33 junior schools in Bumula Sub-County. Data were collected using questionnaires and analyzed using descriptive statistics and simple linear regression in the Statistical Package for the Social Sciences (SPSS). The findings revealed that parents and teachers generally practiced regular homework supervision and support. Regression analysis established a strong positive and statistically significant relationship between homework frequency and academic achievement (r = .993, p < .001). The regression model explained 98.7% of the variation in academic achievement (R² = .987), indicating that regular homework practices significantly predicted students' academic performance. The study concludes that assigning homework consistently enhances students' understanding of concepts, promotes continuous engagement with learning, and improves academic achievement. The study recommends that teachers assign homework regularly and consistently while ensuring that the frequency is appropriate to learners' academic needs and abilities.

homework frequency, homework practices, academic achievement

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