CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter includes the introduction, theoretical framework, statement of the problem,
hypothesis, scope and limitation, conceptual framework, significance of the study and definition of
terms used.

INTRODUCTION

Homework continues to be a lightning rod topic for teachers, parents and students. The primary
purposed of a signing homework is to help students strengthen the skills they learn at school, build on
that understanding and knowledge and use it in preparation for future lessons. The question that is
inadequately answered is whether or not homework significantly increases academic achievement for
all students including students with severe emotional disabilities.

Homework and after-school task are very important and useful to every student in elementary school,
preschool, and high school.Homework improves student’s score on class tests that always come at the
end of each topic and has a long-term positive effect of the future of the student.It is not only to
increase our learning capabilities but also help the student acquire life skills such as problem-solving,
goal-setting, organization, and perseverance.Homework also gives parents opportunities to interact with
their children and be able to understand what they are learning at school.By helping their children
complete their homework, parents get an in-depht understanding of their children’s capabilities, and
weaknesses thus can offer relevant academic support.

Homework is an extension of the learning happened at school. The purpose of homework is to

enhance the learning skills, develop self study skills and motivate parent involvement in student
learning. Third graders are expected to spend sixty minutes on homework that includes thirty minutes
ofreading. This criterion is increased by ten minutes for each next grade level. (California Elementary
School, 2012-l3)

Mathematics is an important subject at the basic, second cycle and the tertiary level. Its importance
cannot be underestimated in the national curriculum. The usefulness of the subject is evident in all
subjects including language based subjects. It is a fact that, success in any form of training and work
generally depends on the ability to understand simple a mathematical concepts effectively. (Mykeal
Ackah-Menlah,1).

THEORETICAL FRAMEWORK

The role of family, home coaching,career guidance and the background of students in
conducting homework and math performance were investigate.Students performance academically
were greatly influenced with such factors mentioned above.The relationship between school homework
and academic achievement combines variable that are associated with student’s personal
characteristic,family background and with teaching practices.Therefore research about homework is
supported by comprehensive theorerical framework which cover the role played by the students
homework behavior and family involvement.

In accordance with the proposal of Trautwein et al.(2006), we study herein the role of motivational
variables as individual antecedents of students behavior homework engagement and its impact on
academic achievements.Assuming principle of the theory of expectancy-value, we focused this study on
the rule of the motivational variables related to the value attributed to homework and we addressed the
construct of engagement in accordance with the contributions of the theory of school
engagement.Nowadays, it seems little debatable that the value attributed by students to academic tasks
such as test or homework is linked to their engagement and the effort dedicated to these tasks.Thus,
student with high-value beliefs spend more time, devote more effort and complete more homework
than those who do not value academic activity.This attributed vale thereby indirectly influences their
achievements.

School engagement is receiving increasingly more attention in psychological research because it has
been shown to be a relevant predictor of different educational outcomes, and specifically of academic
achievements.Although there are significant variations in the implementation of the construct, we
consider engagement as a meta-construct with effective-emotional, cognitive, and behavioral
subcomponents.

STATEMENT OF THE PROBLEM

This study conducted to generally determine the perception of student on homework especially in
Mathematics at the University of Batangas.

Specifically,its seek to answer the following question:

1.What are the student’s perception of homework?

2.What impacts do homework have on student’s learning?

3.Does homework affect the quality time with their family?

4.Is doing homework a great factor for students to get higher grades?

HYPOTHESIS

The purpose of this paper was to identify student’s perception of homework, assignment as well
as to determine if there is a difference between actual and estimated number of times of homework
problems are completed by students.
 To test this research hyphothesis, the following null hyphothesis was used:

H. Doing homework does not help students to get higher grades in school.

H. Making homework does not affect the quality of time

The hyphothesis is expected to be rejected.

SIGNIFICANCE OF THE STUDY

The outcome of the study will be helpful to pupils, teachers, policy makers. It will improve pupils’
performance in mathematics and its ripple effect will be felt in other subjects.Many students view
homework as a daily stressor(Katz,Buzukasvili,&Feingold,2012).No matter the workload throughout the
school day, it is expected that every students will complete some form of homework(Maltese et
al.,2012).The result of this study maybe beneficial for instructional designer, district leaders, teacher and
students, and could possibly provide insight into the type of environment that affects work completion
and academic motivation.In addition, the result could also provide a greater understanding regarding
how a homework environment that affects students performance level in mathematics.The findings of
this study could result in an increase in collaborative planning among the teaching community and allow
the design more costumized classroom and homework assignment, which may improve student’s work
completion, accuracy, academic motivation, and overall academic performance.The purpose of this
study was identify fourth-grade student’s perception regarding homework in mathematics.

SCOPE AND LIMITATION

This research is limited to all level of Junior High School (Science Class and Regular) only.This is
only focuses on the perception of homework of the students at the University of Batangas in High School
Department.

DEFINITION OF TERMS

The following terms have been provided to define and clarify terms used to support the research
problem.

CURRICULUM. It is defined as a status of or change in pupil behavior which is pertinent to the goals of
the school. Gage (1963).

HOMEWORK.Tasks assigned to student by school teachers that are meant to be performed during non-
school hours(Collins & O’Brien,2003,p.166)

HOMEWORK ENVIRONMENT.For the purpose of this stuy, homework environment is the location in
which a student works to complete any additional tasks assigned outside the normal school
day.However environment management (student’s effort to deliberately, select their preferred
homework environment to minimize potential distraction and to stay focused on the task)is absent from
current homework literature (Xu, 2012).

MATHEMATIC’S ACHIEVEMENT.For this study, mathematics achievement was defined as one’s ability to
demonstrate a level of mathematics skill attainment and application, typically measured by performance
proficiency on an assesstment tool(Nizoloman,2013).

STUDENTS.These are the person who attend school to study and do homework.

TIME. It is a thing that is measured as second, minutes, hours, days, years, etc. shown by a clock.