Abstract
The number of studies on the topic under discussion that identify the variables that hinder the assignment culture in educational institutions is still insufficient. As a result, the primary goal of this research is to identify the most commonly studied assignment elements that influence student performance. These assignment elements were examined based on a systematic review of research publications released primarily in the recent two decades. The findings show that creating and providing students with assignments improve their learning when done appropriately. Findings also suggest that home assignments serve a range of purposes, such as supporting students in their learning, offering opportunities for them to practice language skills, acquire factual knowledge, develop self-learning habits, and time management skills. Based on the outcomes of this study, four recommendations for further research investigations have been made. Firstly, achievement tests related to home assignment practice should be used to evaluate pupils’ learning progress. Secondly, teachers should pay attention to their students’ views on tasks and ensure that the tasks are motivating rather than demotivating. Thirdly, more research in this field is needed because our study demonstrated that assignment feedback has a major impact on students’ learning. Finally, a specific assignment study should be conducted to see how it influences the learning of students.