STAKEHOLDERS' PERCEPTIONS ON"NO HOMEWORK POLIC"

IN A PHILIPPINE PUBLIC SECONDARY SCHOOL

Ma. Veronica M. Labata

Master Teacher 1
Tanauan School of Craftsmanship and Home Industries

Abstract

This qualitative-phenomenological study determined the perceptions of stakeholders on

the No-homework policy of the Department of Education. Purposively selected stakeholders,

which include eight (8) teachers, twelve (12) students, and seven (7) parents, were subjected to

a one-on-one semi-structured interview. The data gathering procedure includes a recording of

the interview process. 30-pages of transcriptions were produced from the recorded interview.

The researcher subjected these transcripts for data analysis procedure using Colaizzi's method

of data analysis. Results in themes revealed that stakeholders perceived the non-homework

policy as agreeable, disagreeable, and one has no idea of the policy at all. Recommendations

were drawn out from the results of the study.

Keyword: No-homework Policy, Stakeholders, phenomenology, Colaizzi's method of data

analysis

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Introduction
Background of the Study
Over the years, the student's daily routine is to bring home school tasks daily during
school days in most educational institutions worldwide. School tasks or homework in the form
of math problems to be solved, poems to memorize, and drills shall be practiced given to
students to do at home with their parents' help. These are the tasks that are supposed to provide
reinforcement and enrichment of the new concepts learned by students in the school (Coulson,
2014).
Policies in different institutions worldwide on no homework policy have been actively
carried on due to its effect on the educative process. Among countries of the world, South
African primary school was the first to introduce the no-homework policy because of resource
disparity with family cultures, values, and resources. In the case study of a public school in the
Western Cape Province, one of the resource disparities in South Africa is the unstable family
structures, where either one or both parents are not present (Pfeiffer, 2018). Researchers like
Kralovec and Buell (2000), as Pfeiffer (2018) cited, agree to no homework policy because
environments often made it impossible to complete assignments at home. Moreover,
McCormick (2014), in his dissertation "The Influence of Homework on the Educational
Experiences of Sixth Grade Students from Low Socio-Economic Status posited that one of the
factors that control the completion of homework at home is due to economic status of the
family. These findings also concurred in the study of Iflazoglu & Hong (2012) that although
families of low socio-economic backgrounds may value education as much as others, parents
cannot provide their children the assistance with homework due to financial or time constraints.
Students who return home each afternoon to complete assignments are not all experiencing the
same phenomenon (Bembenutty, 2011).
In the Philippines, the No Homework Policy Bill was implemented last September 16,
2010, through a DepEd Memorandum No. 392, s.2010. The policy mandates that no homework
or assignments should be given to elementary pupils during weekends with their childhood and
spend quality time with their parents without being burdened by the thought of doing lots of
homework every day. This policy was implemented because there were complaints from
parents that the family's quality time is being compromised due to many assignments to be
done during weekends by the pupils. This caused an emerging and persistent issue in public
schools today. Some arguments arise regarding giving homework that would help the students'
academic performance, or is it only a burden to both parents and students.
It took nine years of implementation of the No Homework Policy for elementary pupils
before some Senators and Representatives evaluated the policy, namely, Senator Poe, Rep.
Alfred Vargas, and Rep. Evelina G. Escudero, respectively. In their House and Senate Bill 966,
3883, & 3611, these lawmakers favor that there is a need to impose the no-homework policy
not only in the elementary level but also in the secondary levels due to some reasons such as:
for learners to have quality time with their family and friends, and protecting the health of the
schoolchildren since because of homework schoolchildren carry heavy bags and books which
causes lousy posture and eventually leading to fatigue, spinal diseases and related illness of
students both elementary and secondary (House Bill No. 3611, House Bill No. 3883 and Senate
Bill No. 966).
Reactions have been prevalent to stakeholders such as teachers, parents, and students
on No Homework Policy bills. Stakeholders in the elementary levels agree to this policy
because children still need more bonding and quality time with their parents. Meanwhile, the
policy raised arguments among stakeholders at the secondary levels. In the monthly meetings

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with parents of the junior and senior high school, some oppose since they observed that their
children prefer using gadgets during their spare time because there is no homework assigned
to them. Students waste their time playing e-games like mobile legends, clash of clans, and the
likes. For this reason, some parents favor giving homework every day to avoid too much use
of gadgets by the students at home.
In Tanauan School of Craftsmanship and Home Industries, it was observed by the
teachers that students do not do their homework at home; instead, they do it in school.
Moreover, some students don't work and submit their assignments at all since students reason
out that they come home late and are requested by parents to do errands at home. With the
varying comments and observations on the stakeholders' policy, the researcher desires to assess
no homework policy's stakeholders' perceptions. The study results are viewed as necessary if
there is a need to redesign and evaluate the said policy.
In this study, perceptions of grade seven (7) stakeholders of Tanauan School of
Craftsmanship and Home Industries shall be given importance to account changes in
curriculum and encourage other researchers and legislators in strengthening policies in the
Department of Education.
Statement of the problem
This study determined the grade twelve stakeholders of Tanauan School of
Craftsmanship and Home Industries on "No Homework Policy" of School Year 2019-2020.
Specifically, this research paper aims to answer the following questions;`
1. What are the perceptions of teachers, students, and parents on the no-homework
policy?
2. What are the recommendations that can be drawn from the study?

Theoretical Framework of the Study

Learning can take place everywhere. The classroom is not only a place for education to
occur. Besides, literacy is functional in the school and extended through the community (Singh
2010). Children enjoy working together or in groups if given a chance to work outside the
school settings. It improves their social skills and gives them a chance to discover new things
outside.
This study aligns with a theoretical framework that supports the idea that learning can
occur with exposure to environments, doing their tasks on their own, or education guided by
parents at home. Therefore, learning is based on experience and is often labeled experiential
learning (Kolb, 1984). It is an integral part of how humans learn, grow, and developed. Kolb
proposed the experiential learning model to conceptualize learning to understand better the
different ways that individuals learn experientially. Experiential Learning Theory or ELT is a
dynamic view of education based on the learning cycle focused on dual dialectics of action/
reflection and experience/ abstraction. According to Kolb, it is a holistic theory that defines
learning as the primary process of human adaptation involving the whole person. Experiential
Learning theory is applicable not only in the formal education classroom but in all areas of life.
Furthermor, the process of learning from experience is ubiquitous, present in human activity
everywhere all the time.

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 Learning through experience is relevant to giving home works since human learning
as the process of social adaptation involving the whole person is not only in formal education
but also outside of school premises (Kolb &Kolb, 2009).
In McCormick's (2014) study on the Influence of homework on the Educational
Experiences of grade six students from low socio-economic backgrounds, he cited the Human
Ecology theory. The theory explains how a person developed as a person through interaction
with his environment. This theory works in tandem with experiential learning theories since
both foci on learners' ability to learn based on their environment's experiences and interactions.
The researcher believed that these two theories are parallel to each other since it can explain
why some researchers agree that no homework policy is not applicable and should not be
imposed on public high schools.
Furthermore, McCormick (2014) cited several studies that supported the human ecology
theory, which in turn used by the researcher to reinforce the importance of homework such as:
"Parental involvement in the educational experience of their children is of great
relevance as it demonstrates their belief in the importance of attaining quality education and
the impact it will have on later life (Hong & Eamon, 2012). Students who receive a high level
of support from the home are shown to develop positive character traits and avoid negative
behaviors (Peabody, 2012). Positive environmental interactions have a positive effect on
student's perceptions of school. (Hong & Eamon, 2012). The homework environment of
students "can have considerable effects on whether students complete the given tasks" (Bang
et al., 2011)
Since it is a home that considers school children's environment, family's Influence, and
the context for which they do their schoolwork tasks suggest that doing homework is still the
best for students' academic achievement and family bonding time.
Another theory that works well with the two arguments cited above is the Self-Efficacy
Theory. The researcher wishes to adopt and integrate this theory since it is congruent with the
other theories cited. It completes the idea of the advantages and disadvantages of no homework
policy since, in this study, stakeholders' perceptions may have advantages and disadvantages
depending on how they understand the concept of no homework policy.
"Self-efficacy theory is centrally relevant to the individual's belief in their capacity to
successfully carry out given tasks and the consequent impact of this self-belief on motivation
and achievement." Conceptualized by Albert Bandura (1977), self-efficacy theory explains
why specific individuals appear more adept at working through tasks or assignments while
others seem to give up quickly. It is hypothesized that students with a high sense of self-efficacy
are more likely to find alternative courses of action when challenges arise. High levels of self-
efficacy also increase levels of effort and persistence (Bandura, 1997). Self-efficacy theory
acknowledges the full range of human capabilities and interests (Bandura, 1997). Because of
this diversity, people differ in what realms they develop self-efficacious tendencies and to what
extent they produce them. Self- efficacy beliefs consider "not only the exercise of control over
the action, but also self-regulation of thought processes, motivation, and effective and
physiological states" (Bandura, 1997). According to Bandura (1997), it takes only a minimal
number of failures for someone to develop a lack of self-efficacy toward particular tasks, which
can lead to depression and a sense of helplessness. Bandura has shown that when people doubt
their capabilities to be successful in certain activities, they find it hard to motivate themselves,
slacken their efforts or give up quickly in the face of obstacles. Often, they have low aspirations
and a weak commitment to the goals they choose to pursue. In taxing situations, they dwell on
their deficiencies, the task's formidableness, and the adverse consequences of failure. Such

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perturbing thinking further undermines their efforts and analytic thinking by diverting attention
from how best to execute activities to concerns over personal deficiencies and possible
calamities.
When research concerning self-efficacy is carefully examined, there is an excellent
consistency demonstrating the impact efficacy beliefs have on motivation and performance
(Bandura, 1997; Lorsbach & Jinks, 1999 Bembenutty, 2011). Lorsbach and Jinks (1999)
concluded that low self-efficacy could become a downward spiral: less effort, less success, less
self-efficacy. Although not irreversible, this spiral must be stopped by creating positive
experiences. Bandura (1997) demonstrated that efficacy beliefs affect academic performance
rather than just reflect innate cognitive ability. When students of similar cognitive ability were
administered a test, those with high self-efficacy performed higher. The ramifications of these
findings are critical for educators to consider. Bouffard-Bouchard (1990) manipulated the
efficacy beliefs of students in one study. Students were compared to fictitious peers and either
saturated with the firm or low self-efficacy beliefs. Their actual cognitive ability level was
ignored. The results showed those whose efficacy was raised performed at a higher intellectual
level than their peers of equal cognitive ability whose efficacy had been lowered (Bouffard-
Bouchard, 1990). Their efficacy beliefs affected their accomplishments.
A student's perceived self-efficacy is a better indicator of academic performance than
the acquisition of skills alone (Bandura, 1997). A child's innate cognitive ability can be hidden
from view when their level of efficacy is lacking. This provides much for educators to ponder
when they reflect upon high cognitive ability students who don't seem to care. Negative
academic experiences may have led to low efficacy (Bandura). A child's self-efficacy can be
increased or decreased, depending upon the number of positive or negative educational
interactions they experience (Bembenutty, 2011). When parents place unrealistic demands on
their children to excel academically, the stress can affect their efficacy (Bandura, 1997).
Teachers who demonstrate displeasure over a child's work potentially affect their efficiency.
As negative experiences multiply, efficiency toward education plummets (Bembenutty, 2011).
Homework contributes to a child's perceived efficacy (Bang, 2011). Those who
complete it successfully regularly develop higher self-efficacy. The perceived self-efficacy of
those who do not complete assignments is apt to diminish. For some, "homework can be
overwhelming…leading to frustration, disengagement from school, and low academic self-
efficacy" (Bang, 2011). The three theories cited in this study explain why homework is still the
best tool for achieving high academic performance since the bottom line that supports students'
learning capabilities is aided with stakeholders' help.
Review of Literature and Studies
Homework is very common for all pupils and students. It has been present in the
curriculum for so many years. It has been used to check what learners know and understand
what they have been taught in class. It is an extension of the curricular programs because it is
an integral component of instruction. Assignment/homework is included as one of the essential
parts of the lesson plan. A teacher cannot deliver the lesson ultimately without giving
assignments to the students.
The no-homework policy remains controversial nowadays; thus, in this section, it will
present literature related to Stakeholders' Perception of No Homework Policy based on
researches and studies.
On August 27, 2019, a bill was approved by the House of Representatives, mandating
a no homework policy from kinder to grade 12 in all public schools in the Philippines. After

5
observation, the law was implemented for students who went to school, carrying heavy bags
with books needed to answer their assignments. (Sen. Grace Poe, 2019). There were also
complaints from the parents at the elementary level about the effects of so much homework on
the pupils. (DepEd Order No.3866) Stakeholders perceive the bill from a different standpoint;
for some teachers, it is helpful for they felt that it is only a burden checking assignments every
day; findings also revealed that the teachers years on the job and attitude towards homework/
assignment is found to have a negative effect; such that the more experienced the teacher, the
more negative his/her attitude to homework.( Cordova, Pagtulun-an, & Tan 2019) Some
teachers still agree that giving homework will help students develop skills, encourage students
to develop good work habits, motivate students to learn, or help students prepare for their
exams. (Maharaj-Sharma and Sharma, 2016:146; Pytel, 2007).
In the study conducted by the Central Mindanao University, Bukidnon Philipines, the
perception of teachers, parents, and students' homework varies on the purpose and benefits of
giving assignments. Some teachers and educators view it as needed to expand daily instruction;
parents view it as needed for their children learning while students understand that it is part of
their busy lives. In a similar study, Cordova et al. cited researches by Hughes and Green Hough
(2002) about the diversity of views on homework by teachers, parents, and students. Some
parents strongly agree on giving homework and see value in it, while others see it as making
excessive demands on their children's time and energy. The research of Hughes and Green
Hugh (2002) also shows that homework is an essential task for many parents and headteachers:
that give importance to the intrinsic value of a learning experience. (Cordova et al. 2019)
In the same study, Cordova et al. (2019) use the significant findings of Vandenbussche,
Griffiths, and Schere (2014) in their research; over 90% of students surveyed do prefer that
homework contribute to their course grade. Also, Vadenbussche et al. (2014) study and indicate
that grading homework for completeness is thought by the students to be more motivating than
grading for correctness. On the other hand, perceptions of the effects of homework on student
achievement at a suburban middle school: A program Evaluation studied by Hiusman (2016)
found out that many students receive failing grades for missing homework's, their conclusion
revealed a need for homework policies that would support learning without punishing students'
grades. This result supports the literature review of several researchers on homework conducted
by the School Board of Miami, Florida, that homework policies set by the school should be
clearly defined, and the school should have a formal policy on homework that is developed
with input from teachers, administrators, students, and parents. They argue that those teachers
need the policy to guide them with assignments, students should know the types and quantity
of homework assigned to them, and parents have the right to know why the assignment is given.
(Skaggs,2007; Northwest Regional Education Laboratory,2005; Brewster and Fagger,2000;
O'rourke-Ferrara,1998; Thomas,1992).
The extant literature examined are divergent and convergent to the notion of giving
assignments to learners. Absent in the literature are the perceptions of stakeholders on the no-
homework policy. In this light, the paper's findings will help expand and bridge the literature's
absence, specifically, on the first-hand experiences and perceptions of teachers, parents, and
learners.

6
METHODOLOGY
Research Design
This study uses a qualitative research approach because it helps discover the meaning
people give to events they experience (Merriam,1998). A phenomenological method is being
applied in this study to understand how stakeholders in grade 12 level respond, react, and
perceive the no-homework policy bill.
This study's qualitative research methods are described below and included purposive
sampling, a semi-structured interview was employed, and systematic and concurrent data
collection and data analysis procedures. Colaizzi's data analysis method was used to create
themes and exhaustively describe the phenomenon at hand (Sanders, 2003).
Research Participants
The Twelve (12) students were coming from four sections of grade 12, seven (7)
parents, and eight (8) teachers of Tanauan School of Craftsmanship and Home Industries,
Tanauan, Leyte, where the selected participants in this study represent the pioneers of the no-
homework policy bill for the secondary level. This research wishes to uncover stakeholders'
perceptions of the no-homework policy, and the participants must already be enrolled for the
next semester of the school year 2019-2020 in the same school mentioned above. During the
first semester of the no-homework policy bill, the participants' experiences during the first
semester gave them the basis for comparing the last school year regarding homework and no
homework.
The advisers of these grade 12 students were informed through an approved letter from
the principal about the study's purpose and requested their help in facilitating, especially in
answering their interview scheduling. Letters were also sent to the barangay chairman for the
identified parents used as participants and asked for their help in promoting, especially in the
interview. (See Appendix A) Stakeholders of grade 12 were allowed to answer the
questionnaires and interview.
Data Gathering Procedures
The procedure below was followed in the data gathering process:
1. A letter was sent to the principal to ask permission the conduct the study. Upon
approval, purposively chosen participants, 12 students, and 8 teachers were
scheduled for an interview.
2. The letter was sent to the Brgy. Chairman seeking permission to interview some of
the study's identified parent-participants on no-homework policy perceptions. Then,
the chairman of the barangay helped in the identification of the seven (7) parents.
3. An interview protocol was followed, securing the identity of the participants. The
one-on-one interview was employed with all participants to gather the first-hand
experiences and their perceptions on the no-home-work policy. The interview
process was recorded using a smartphone, specifically, Huawei Nova 3i. The 27
participants lasted 4 hours and 5 minutes and generated a transcript of 30 pages.
However, it is noted that the"saturation point" was achieved, signaling the
researcher to stop gathering the data.

7
 4. Colaizzi's method of data analysis (Sanders, 2003) was used in this study. First, the
researcher acquires the sense of each transcript by reading the 30 pages- transcript.
Then, stage 2 is to extract significant statements from the transcript. Formulation of
meanings from the significant statements was employed next, followed by
organizing formulated meanings into clusters of themes. In step 5, exhaustively
describing the investigated phenomenon was done. Next, Step 6, describing the
fundamental structure of the phenomenon, was done. Lastly, the participants shall
read back the results, which are thematically organized with their direct responses.
Participants' name was coded as Teacher1-8, Students 1-12, and Parents 1-7. This
is to hide all possible identity of the participants.
5. All transcripts were destroyed by burning so that it shall not reveal any identity of
the participants.
Results and Discussions
The participants' lived experiences were classified into three major themes due to the
data analysis employed.
Theme 1: Disagree to the No-Homework Policy"It is helpful especially if there is a
test because I keep track of my previous
lessons and know in advance the next lesson" (Student 1)"Disagree since,
homework is beneficial to student's achievement" (Parent 1)"No to no homework policy
since it is the only time we as a parent to monitor students' progress in school (Parent
2)"Homework is valuable, but it must be that homework assigned to students are in line
skills such as baking, carpentry, cooking since Tanauan school of Craftsmanship is a
Technical Vocational school" (Parent 3)"Homework plays an important role in
learning" (Teacher 1)"Homework can be the basis for monitoring students' progress in
learning" (Teacher 2)"Giving assignments is a way to check if students are interested
to learn the lesson." (Teacher 3).
"Students sometimes use assignments to get higher grades in the subjects."
(Teacher 4)
"I think there should be homework given to students because it is the only way
to provide an advance reading so that it is not too difficult to introduce the next
lesson the following day." (Teacher 5)
The above statements are convergent ideas of the teachers, students, and
parents. They all disagree with the no-homework policy. This means that they
believe that giving assignments is still beneficial and necessary for improving
students' academic endeavors. As Pfeiffer (2011) states in his research that
homework should be beneficial to student's practical application of daily life
where students can participate and involve in the activities that are appropriate
at home, such as experimenting in the kitchen, cooking, doing crossword
puzzles, watching good TV shows, or reading.
Theme 2: Agree with the No-homework Policy
"I am busy with some other things. I play basketball every afternoon because
my coach is rigorous. This causes me not to do my assignment. Therefore, I
agree to the policy." (Student 2)
"I go home late that is why I can't do my homework." (Student 3, 4, 5, 6, 7)

8
 "We don't have books and internet at home." (Student 8 and 9)
"I can't do my homework since I babysit every time I went home" (Student 10)
"It's boring. Instead of doing I prefer play e games at home." (Student 11)
"My parents got angry when I do my homework because I use some of her time."
(Student 12)
"Doing homework sometimes disrupts some of our family activities." (Student
7)
"It's good for us. With our busy lives these days." (Student 4)
"It's nice since I have enough time to play e-games." (Student 5)
"They are requested to do household chores whenever they are at home since I
am busy with other household chores. Therefore, it is good to have the no-
homework policy". (Parent 4)
"Sometimes the homework is difficult, and I do not know to teach them since I
am an only elementary graduate." (Parent 5)
"Nobody helps them because I'm a vendor, I do laundry, I do babysitting with
my neighbors' baby, so they don't have time to do their homework because of
the busy schedule. Therefore, I cannot monitor them. I agree with the policy".
(Parent 6)
"Students are not any more interested in doing their homework at home; they
just do it in school, defeating the purpose of giving it." Therefore, I agree with
the policy." (Teacher 6)
"Outstanding bill because instead of checking those assignments I can do other
reports in during my vacant periods." (Teacher 7)
"I support the no-homework policy bill since it is a burden checking with
assignments with 450 students every day." (Teacher 8)
Based on the participants' above direct statements, they converge on the
idea of supporting the policy. These participants stipulated varied reasons. They
saw benefits in the non-giving of assignments to students. These statements
were congruent to the written bills and policy of the lawmakers and DepEd.
Specifically, DepEd Order No. 392 S. 2010, House Bill 966, 3883, and 3611.

Theme 3: Do Not Have the Idea of the No Homework Policy

"I don't know about the (provisions) policy as a parent." (Parent 7)
It can be viewed that there is one parent among the participants who do

9
 not have any idea about the policy. Meanwhile, all students and teachers were
informed about the policy. Though the statement is only one, it can stand alone
since this is a product of parents' misinformation.

Conclusion
Therefore, it can be concluded that the participants' perceptions are divided into three
(3) dimensions, which are stated in three different themes. The stakeholders' perceptions of the
no-homework policy are agreeable, disagreeable, and no idea. This conclusion was drawn out
based on the direct statements of the participants.

Recommendations
The following are the recommendations of the study:
1. Since a parent doesn't know about the policy, it is recommended that teachers
include in their homeroom meetings policy and bills on the said phenomenon.
2. Lawmakers and administrators of DepEd must read the study results since there are
still parents, teachers, and students who disagree with the policy, noting the benefits
of giving assignments.
3. Homework giving must be focused on skills development such as cooking, baking,
carpentry, or any technical-vocational skills.
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