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

This study examines secondary school students' engagement with homework across cognitive, emotional, and behavioral dimensions, comparing private and public schools in Addis Ababa. Using qualitative methods including interviews and focus group discussions with teachers, school leaders, and students, the research found that high-achieving private schools tend to foster deeper cognitive engagement, intrinsic motivation, and positive attitudes toward homework, while public schools often face challenges such as superficial homework approaches, reliance on extrinsic motivation, and more negative student perceptions. Both school types implement accountability measures and assign varying homework quantities, but private schools more frequently utilize digital resources and emphasize intrinsic motivation. The findings highlight the need for targeted strategies, supportive home environments, and policy interventions by the Ministry of Education to enhance homework engagement and academic outcomes across diverse school settings.