Homework Assignments and Pupils’ Proficiency Levels in Primary Schools in Kabale Municipality, Kabale District

This study explored how homework assignments relate to pupils’ proficiency in selected primary schools in Kabale Municipality. It examined the extent to which homework promoted reinforcement, elaboration, and preparation; gathered teachers’ views on its influence on learning; and identified ways to improve current practices. Guided by Kolb’s Experiential Learning Theory and Vygotsky’s Sociocultural Theory, the study used a qualitative phenomenological design and collected data through interviews, focus group discussions, and document reviews from 20 teachers and head teachers. Findings showed that homework largely focused on simple reinforcement through repetition, with limited opportunities for deeper thinking or preparation for new learning. However, a few teachers successfully used practical, real-life tasks that helped some pupils connect science concepts to everyday experiences, demonstrating homework’s potential to support meaningful learning when well designed. Teachers recognized homework as useful for building discipline and strengthening content retention but reported challenges such as limited time, inadequate training, and socioeconomic barriers. The study concludes that homework is underutilized as a tool for developing proficiency and recommends clearer guidelines and improved teacher support to promote more purposeful and learner-focused tasks. Keywords: Homework, learner proficiency, primary education, reinforcement, elaboration, preparation, science learning.