The Secondary School Academic Performance In Relation To Homework: Student’s Feedback

Abstract

The purpose of this research was to determine whether or not providing students with comments on their homework improved their grades in high school. Quasi-experimental with a pre- and post-test control group design was used for this investigation. There was a focus on the Lahore Public Girls High School. Eighty high school students were selected as the study's sample. A control group of forty students and an experimental group of forty students were each formed. Two instruments were developed for a research study on the impact of homework feedback on student academic success: an Achievement test and a Narration description report. The experiment was conducted over twelve weeks. The class teacher taught the control and experimental groups; the researcher remained in the classroom throughout the English lesson. An independent sampled t-test, as well as a paired sampled t-test, were used for data analysis. In the post-test, it was found that the experimental group had the highest mean scores in English.

On the other hand, the control group had high mean scores on the pre-test in the subject of English. Therefore, it may be argued that pupils in the experimental group had high post-test scores. Students' academic performance was also shown to be influenced by English homework comments. The narrative descriptive report highlights that Homework in English is a source or technique to develop language skills.