This study investigated the effects of pre-lesson and post-lesson assignment on students’ performance in difficult topics in Mathematics. The study employed a quasi-experimental pre-test post-test control group design. The population for the study comprised all Senior Secondary School Two (SSS II) students in Ekiti State. A sample of one hundred and twenty SS II students were selected for the study using Multi-Stage sampling procedure across the 16 Local Government Areas (LGAs) in Ekiti State. The instrument used for data collection was Mathematics Performance Test (MPT) developed by the researchers for the purpose of examining Students’ Performance in Mathematics. The face and content validity of the instrument was ensured. The reliability was ascertained using test re- test method and a reliability coefficient of 0.86 was obtained through Pearson’s’ Product Moment Correlation Analysis. The data collected were analyzed using mean, standard deviation and t-test. Results of the study indicated that home assignment had significant effects on students’ performance in difficult concepts in Mathematics. The study therefore recommended that teachers give home assignment regularly to their students in order to encourage them to practice previous lessons and prepare for forthcoming lessons.

Keywords:  Pre-lesson, Post-lesson, Home Assignment, Mathematics, Difficult Concepts,

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