The primary purpose of this study is to investigate the relationship between homework and self-regulated learning strategies among secondary school students. In addition, the present study also examines gender differences in the mean of homework management scores. This study conducted a cross-sectional survey to collect responses from 970 high school students in the northern state of Penang. The data were analysed using descriptive statistics, independent t-tests, and Pearson correlation. The findings showed that the students' most frequent homework management strategy was arranging the environment. We also reported that the female students demonstrated significantly higher mean scores in all homework management dimensions. Furthermore, homework management demonstrated a significant correlation with other related variables: expectancy, value, homework effort, homework completion, and self-regulated learning strategies. These correlations were consistent in magnitude and direction with theoretical predictions, thus providing evidence for the applicability of the HMS to high school students in Malaysia for Mathematics homework. The findings of this study also give parents helpful information for assisting their children with their homework. In addition, the results of this study may help teachers to have a better understanding of the differences between the needs of male and female students in completing their homework, which can help the teachers create a more effective assignment and schedule proper times for their students to manage and complete the homework assignments.
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