Teacher Perceptions on the Predictive and Reliability Values of Homework Scores in Primary Schools in Delta State, Nigeria
In elementary school, homework is a frequent strategy that is thought to encourage skill development, measure engagement, and reinforce learning. Its usefulness as a predictor of academic achievement, particularly in elementary scientific education, is still up for question, though, as problems with scoring reliability and outside factors affect how valuable it is seen to be. To determine if homework accurately reflects academic potential, engagement, and skill mastery, this study examines how primary school science teachers in Delta State, Nigeria, perceive homework results' predictive and dependability values. Data was gathered from a sample of science instructors in Delta State's elementary schools using a descriptive survey design. Participants filled out a prepared questionnaire to gauge their opinions on the predictive value, dependability, and function of homework in science education. The results show teachers' differing views about homework's validity and predictive power. Although many people acknowledge that homework can be used to evaluate student participation and reinforce science concepts, questions have been raised regarding the objectivity of homework scores because of irregular scoring procedures, outside help, and plagiarism. To increase reliability, teachers stated that standardised assessment standards were necessary. The study emphasises the importance of counsellors in helping students with their homework, assisting parents with constructive parental participation, and reducing the stress that comes with homework. Teachers should implement standardised scoring procedures, encourage self-directed learning, include homework in other examinations, and improve communication regarding homework's importance for academic success to increase its dependability. This comprehensive strategy might promote a more efficient and fair use of homework in elementary science instruction.