Effects of Homework strategy on self-Regulatory Behavior and Performance in Basic Science and Technology Concepts among secondary school students in Benue State

This study investigated Effects of Homework strategy on self-Regulatory Behavior and Performance in Basic Science and Technology Concepts among students in Benue State. Two research questions and corresponding null hypotheses guided the study. Quasi-experimental of non-randomized, pretest post-test control group design was adopted for the study. Two instruments; Self-Regulatory Behavior Inventory (SRBI) and Basic Science and Technology Performance Test ((BSTPT) were validated and used for data collection. Reliability coefficients of SRBI and BSTPT were established at 0.74 and 0.86 using Cronbach-Alpha Method and Kuder-Richardson-20 formula respectively. The sample size of 467 Middle basic II students during the 2023/2024 academic session was drawn from the population of 13,467 student using multi-stage sampling technique. Mean and standard deviation were used to answer research questions. Null hypotheses were tested at 0.05 significance level using analysis of covariance, (ANCOVA). The result revealed a significant difference between the mean and self-regulatory behaviour and academic performance scores of students that were given homework after lesson and those who were not given homework. Based on these findings, it was concluded that homework strategy is effective in enhancing self-regulatory behaviour and academic performance of students in Basic Science and Technology. It was recommended among others that, homework strategy should be used during teaching and learning of BST particularly at lower, middle and upper basic levels of education. Keywords: Homework, Performance, Self-Regulatory Behaviour, Basic Science and Technology concepts