Influence of Homework on Academic Performance of Primary School Pupils in Ogun State

This study examines the influence of homework on the academic performance of primary school pupils in Ogun State, South West Nigeria. Homework has long been regarded as a vehicle for consolidating classroom learning, yet questions persist about the optimal volume, type, and supervision conditions under which it benefits primary-age children in Nigerian educational contexts. This research adopted a descriptive correlational design and recruited 340 pupils in Primary 4 to 6 from eight government and private schools in Ijebu Ode and Sagamu local government areas. A structured Homework Practice Questionnaire was administered to pupils and parents, while academic performance was derived from two consecutive term examination records in English language, mathematics, and basic science. Pearson correlation and multiple regression were applied. Results indicate that moderate homework loads, defined as 30 to 60 minutes of daily homework, were positively associated with improved examination scores, while heavy loads exceeding 90 minutes daily showed diminishing returns. Parental supervision quality emerged as a stronger predictor of homework-linked performance gains than homework quantity. Pupils from low-income households demonstrated smaller performance benefits from homework, primarily due to limited parental support and inadequate home study environments. The study recommends that the Ogun State Ministry of Education develop homework guidelines that specify appropriate duration and subject balance for each primary level, alongside community reading support initiatives. Keywords: homework, academic performance, primary school pupils, Ogun State, parental supervision.