Effect of Homework on Students' Achievement in the English Language Grammar at the Elementary Level

Abstract

This mixed-methods study investigated the effect of homework assignments on English language grammar achievement among fourth-grade students in a private school in Beirut, Lebanon. A quasi-experimental pre-test/post-test design was employed with a sample of 40 students (n=15 control; n=25 experimental). Quantitative data were analyzed using descriptive statistics, the Mann-Whitney U test, and rank-based Analysis of Covariance (ANCOVA) to control for significant baseline disparities between the groups. Qualitative data were gathered through semi-structured interviews with five English language teachers to explore perceptions of homework’s role in academic and non-academic development. The quantitative results indicated that while both groups showed improvement, the effect of homework on grammar achievement was not statistically significant (p = .242) after adjusting for pre-test scores. Initial grammatical ability (pre-test) was identified as the primary predictor of post-test performance (p < .001). Qualitatively, teachers viewed homework as a vital tool for reinforcement and assessment but expressed significant concerns regarding student psychological well-being and the risk of academic burnout. The findings suggest that at the elementary level, the quality and psychological balance of assignments may be more critical than the mere presence of homework. The study recommends that educators prioritize targeted, high-quality practice over quantity to foster achievement without compromising student mental health.