This study reports the effect of teacher written comments on pupils’Mathematics and differing frequency of homework on pupils’ Mathematicsachievement. It utilized a pretest-posttest quasi experimental control groupdesign to gather the data. This study was administered at Claveria Central Schoolin Claveria, Misamis Oriental among grade five pupils. The analysis of covariancewas used to analyze the data collected because the participants were intact classesdevoid of randomization. Results disclosed that the frequency of homework,whether given daily or twice a week does not affect the mathematics achievementof the pupils. Pupils with daily homework are as good as those with twice aweek homework. The feedback system, as given on the quizzes of the pupilsaffect the achievement of scores of the pupils. The pupils with comments ontheir quizzes performed better than those without comments. The achievementscore of pupils as influenced by feedback on quizzes does not interact with theachievement scores as influenced by the frequency of homework. The researchersuggests that teachers should indicate correct answers, solutions, and favorableremarks in addition to giving grades when checking quizzes since it enhancesthe achievement of the pupils. Quizzes should be returned with correct answers,solutions and favorable remarks and grade by a mathematics teacher.

Keywords:Â Written comments, homework, feedback