EFFECTS OF HOMEWORK BEHAVIOR AND PURPOSE ON THE ACADEMIC ACHIEVEMENTS OF STUDENTS IN MATHEMATICS

Education

This study aimed to determine the relationship between students’ homework behavior and homework purpose and their academic achievement in Mathematics. A descriptive-correlational research design was employed. Mean and standard deviation were used to assess the levels of homework behavior planning, execution, and evaluation and homework purpose, categorized into learning-oriented, adult-oriented, and peer-oriented reasons. Pearson’s r was applied to analyze the relationship between the independent variables and students’ academic performance, measured using their final grade in Grade 9 Mathematics. The findings revealed that students demonstrated a generally high level of homework purpose, particularly in learning-oriented motivations, and displayed positive homework behaviors, especially in the evaluation phase. A weak but statistically significant correlation was found between homework purpose and academic achievement (r = 0.156, p = 0.050), while homework behavior showed no significant relationship. Regression analysis further indicated that neither homework behavior nor homework purpose significantly predicted mathematics achievement, although homework purpose showed a borderline negative effect. These results suggest that while students are motivated and demonstrate reflective practices, these factors alone may not directly translate to improved academic performance in Mathematics. Other variables such as instructional quality, learning environment, and cognitive engagement may play more significant roles.

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