Strength for Today and Bright Hope for Tomorrow

Volume 11 : 5 May 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.





  • E-mail your articles and book-length reports in Microsoft Word to
  • Contributors from South Asia may e-mail their articles to
    B. Mallikarjun,
    Central Institute of Indian Languages,
    Mysore 570006, India
  • Your articles and book-length reports should be written following the APA, MLA, LSA, or IJDL Stylesheet.
  • The Editorial Board has the right to accept, reject, or suggest modifications to the articles submitted for publication, and to make suitable stylistic adjustments. High quality, academic integrity, ethics and morals are expected from the authors and discussants.

Copyright © 2010
M. S. Thirumalai

Custom Search

Teachers' Perception Regarding the Effect of Homework on
Students' Academic Achievement

Gulap Shahzada, Safdar Rehman Ghazi, Ph.D., Saqib Shahzad, Ph.D.
Zahir Ullah Khan and Tahir Shah


Purpose of this paper was to know the teachers' perceptions regarding the effect of homework on students' academic achievement. Population of the study consisted teacher of government primary, middle and high schools. Using multi stage sampling technique researcher selected a total of three hundred teachers out of which hundred were primary school teachers (PST), hundred CT teachers and hundred senior English teachers SET as a sample of the study.

Data was collected through a self-made questionnaire. For statistical analysis percentage was applied.

Results of the study showed that majority of teachers were found strongly agree on, that homework is helpful in students' cognitive, affective, psychomotor development, most of the teachers were strongly agree that homework compels students to study at home, they perceived that homework provides opportunity for revision, practice; enriches memorization and vocabulary and thus helps them to explore subjects more fully than time permits in the classroom, they were agree that homework enables students to learn organize and manage their time properly, motivates sense of responsibility and self learning. Thus, they develop confidence to deal with frustration and solve problems themselves. It was suggested by the researcher that reasonable amount of homework should be regularly given to the students because it discourages cheating, develops the habit of hard work and provides feedback to the teachers about students' strengths and weaknesses.

Key words: Home work, academic achievement, development, cognitive, affective, psychomotor.


According to Cooper (1998) homework, or homework assignment is "tasks assigned to students by school teachers that are meant to be carried out during non-school hours". Common homework assignments may include some or at least one task e.g. some reading to be performed, writing to be completed, problems to be solved, a project to be built, or other skills to be practiced. Alanne and Macgregor (2007) define homework as the time students spend outside the classroom in assigned activities to practice, reinforce or apply newly acquired skills and knowledge and to learn necessary skills of independent study. More simply, Meyer (2005) defines homework as "acts of researching, studying or completing assignments". The Queensland Government (2004) in Australia defines homework as, "any activities that school students are asked to complete outside of lesson time". Finally, Keith (2004) states "Homework may be defined as work assigned for completion outside of the normal class period whether completed at home or at school".

History of Home Work

The impact of homework on students is a contested and polarizing issue. Gill and Schlossman (2004) examined the history of homework in the United States and found that a homework debate had begun as early as the 19th century. The dominant influence of the progressive political movement upon education between 1890 and 1940 meant that homework was harshly criticized and discouraged by educators. Not only was it deemed harmful to health, character and family, it was also considered an ineffective instructional tool.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Gulap Shahzada (Coresponding & Principal Author)
Institute of Education and Research
University of Science and Technology
Bannu, (KPk)

Dr. Safdar Rehman Ghazi
Institute of Education and Research
University of Science and Technology
Bannu, (KPk)

Dr. Saqib Shahzad
Institute of Education and Research
University of Science and Technology
Bannu, (KPk)

Zahir Ullah Khan
Institute of Education and Research
University of Science and Technology
Bannu, (KPk)

Tahir Shah
Institute of Education and Research
University of Science and Technology
Bannu, (KPk)

Custom Search

  • Click Here to Go to Creative Writing Section

  • Send your articles
    as an attachment
    to your e-mail to
  • Please ensure that your name, academic degrees, institutional affiliation and institutional address, and your e-mail address are all given in the first page of your article. Also include a declaration that your article or work submitted for publication in LANGUAGE IN INDIA is an original work by you and that you have duly acknowledged the work or works of others you either cited or used in writing your articles, etc. Remember that by maintaining academic integrity we not only do the right thing but also help the growth, development and recognition of Indian scholarship.