Asian Journal of Education and Social Studies

Aims: This study investigates the differential effects of homework and school-based assignments on student learning outcomes, with a focus on the moderating role of socioeconomic background, as proxied by parental education level. This study is motivated by concerns over educational inequality and a lack of empirical studies examining how different assignment types interact with students’ socioeconomic background to shape learning outcomes, particularly in sub-Saharan African contexts.

Methodology: A total of 600 students from Form 2and Form 3 were randomly assigned to either homework or school-based assignments in mathematics and reading comprehension. Parental education was categorised into low (no high school diploma), medium (high school diploma), and high (college degree or higher). Learning gains were assessed through pre- and post-tests. A two-way ANOVA examined the main and interaction effects of assignment type and parental education on learning gains.

Results: The analysis revealed significant main effects of assignment type, F(1, 594) = 91.36, p < .001, η² = .108, and parental education, F(2, 594) = 63.83, p < .001, η² = .152, as well as a significant interaction, F(2, 594) = 14.78, p < .001, η² = .035. School-based assignments produced consistent learning gains across all parental education levels, while homework disproportionately advantaged students from high parental education households.

Conclusion: School-based assignments offer a more equitable platform for academic development and highlight the limitations of uniform homework policies. These findings have important implications for educational practice, suggesting the need for differentiated assignment strategies and policies that are sensitive to students’ home learning environments and socioeconomic backgrounds.