THE RELATIONSHIP BETWEEN HOMEWORK HABITS AND ACADEMIC PERFORMANCE AMONG ELEMENTARY STUDENTS
Abstract
This study investigates the relationship between homework habits and academic performance among elementary school students. A quantitative correlational research design was employed involving 60 students aged 8 to 11 years selected through convenience sampling. Data were collected using a structured questionnaire measuring homework habits, including time management, consistency, study environment, and parental involvement. Academic performance was assessed using official school grades in mathematics, reading, and science. Data were analyzed using descriptive statistics and Pearson correlation analysis. The findings revealed a positive relationship between structured homework habits and academic performance. Students who demonstrated consistent homework completion, effective time management, and supportive learning environments achieved higher academic results. The study concludes that the quality of homework habits plays a more important role than the quantity of homework in predicting academic achievement among elementary students.
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