Formal education system is one of the many modes that have been devised by every civilized world considering it as one of the many potential means to socialize and educate human beings.  Today, every human being, across the class or cultural barrier, recognizes the immense importance attached to education.  Due to its importance and prominence, a conscious and deliberate attempt has been made to formalize education.  Consequently formal education is growing by leaps and bounds in every nook and corner of the world to impart education in a systematic and organized way.  This formal education is involved with both the world of ideas and the world of practical and good practices and good practices can lead to good ideas.  Also education is both a product and a process.  As a product, education is what we receive through learning – the knowledge, ideals and techniques that we are taught.  As a process, it involves the act of learning itself; in this case education becomes synonymous with the act of educating someone or being educated oneself.  It is universally admitted that knowledge and skills are the highest common denominators of all human achievements recognized in the form of art, civilization, culture, literature, philosophy, science, law, education, etc.  The last mentioned pursuit, education, is beyond any doubt or controversy the greatest beneficiary of knowledge. It not only assimilates this funded capital of humanity, transmitted down the ages, it also preserves and reproduces it in its new form and contextual contours. 

This functional duality of education concerning knowledge and skills invites many disciplinary safeguards to retain the sanctity of knowledge and skills in its ‘essence’ and ‘expression’, as homework education, serves as the ready reckoner for any eventuality that teachers may experience in their course of its march towards teaching-learning and realization of its avowed goals and objectives.  Homework education with all its strength and limitation, proclaims a tool in hand that not only meets the pragmatic needs of education, but also extends the operational boundaries of teaching and learning to register qualitative advance on run-of-the-mill function of education at different levels.  We developed a new conceptual model entitled Homework Performance: Motivation and Preference, based on research findings that started with the tentative conceptual framework mentioned earlier.  We do not view this conceptual model of homework performance as a finished product, but rather one that will be modified according to experience with it in the field.  The conceptual model of homework performance presented in detail later clearly distinguishes between cognitive style and learning style, in-school and out-of-school learning, and motivation to do homework, on the one hand, and preferences among a wide variety of conditions that affect the success and satisfaction with which homework is done, on the other.