Student Engagement in Homework: The Case of Private and Government Secondary Schools in the City of Addis Ababa

Abstract

This research explores students’ homework engagement across three dimensions: (a) cognitive, (b) emotional, and (c) behavioral activities, specifically contrasting private and public secondary schools in Addis Ababa. A qualitative research methodology was utilized, with reliability and validity assessments carried out through peer review, site evaluations, and member validation. Twelve teachers, six school leaders, and six Focus Group Discussions (FGD) participated. A semi-structured questionnaire and thematic analysis indicated that high-achieving secondary school students exhibit greater engagement and superior academic performance. In contrast, low-achieving institutions tend to emphasize superficial homework, while average-performing schools concentrate on motivating students toward future career aspirations. Private schools also strongly emphasize fostering intrinsic motivation, using digital resources, addressing accountability issues, and assigning substantial homework, but public schools cannot. Students in private schools tend to demonstrate higher levels of respect and more favorable perceptions, while students in public schools often hold negative views toward homework and related homework settings. In summary, while private educational institutions offer distinct advantages, the variability in homework engagement necessitates a focus on effective strategies and supportive home environments to improve learning outcomes, highlighting the need for policy advocacy by the Ministry of Education.