III.

METHODOLOGY

This chapter presents the research methodology which includes the research design
used in conducting the study. It also includes the sources of data, locale of the study,
population/sampling, and the instrumentation and data collection. Research methodology is
basically a process of how a research is being conducted. It encompasses tools and
techniques to conduct a particular research or finding. According to Walliman, research
method is a range of tools that are used for different types of enquiry. Therefore, it is important
to select an accurate method that suits the research objective.

Research Design

Generally, research design means a structure to plan and execute a particular research.
Research design is the crucial part of the research as it includes all the four important
considerations: the strategy, the conceptual framework, the identification of whom and what to
study on and the tools and procedures to be used for collecting and analyzing data. The
research design basically into qualitative research. In this study, the researcher used
qualitative research method.

Sources of Data

The data were gathered from Fifty (50) students in the 10 th grade of the Infant Jesus
Montessori School.
Locale of the Study

The locale of the study was in the Junior High School of Infant Jesus Montessori
School (IJMS)

Population/ Sampling

The study was conducted on the population of Grade 10 students who were
enrolled in the S.Y. 2019-2020 which is equivalent to fifty (50).

Table 1: Distribution of Respondents

Actual Number of
Classifications
Respondents
Female 30
Male 20
Total 50

Instrumentation and Data Collection

The instrument used in gathering the data was a questionnaire. The

questionnaire was prepared by the researchers. Qualitative research questionnaire
was used to gather the data and information about the impact of Homework on Student
learning. This was done in order to collect adequate and relevant data to address the
research objectives of this study. Nonetheless, the researcher used qualitative
research method.

Data Analysis

According to Holmes, Hazadiah, and Ashari, (2005) when a researcher is

conducting a Qualitative research, it is recommended that he or she to utilize the
Statistical Package for the Social Sciences (SPSS) programme to analyze the data.
Since this research is Qualitative in nature; SPSS was used in analyzing the data which
was gathered. Since most of the questionnaire for this research used the Like Scale,
the data become nominal data. The researcher calculated the percentage, mean,
standard deviation (SD) in the process of analyzing the data.

Reliability and Validity

In order to ensure validity and reliability of the questionnaires for the research,
the researcher conducted a study involving the students. 50 participants were selected
to answer the questionnaires. Amendments were made based on the ten
questionnaires distributed.

Conclusion
In chapter three, the research design and methodology that were used are
clearly explained in the way of how to collect the data, the target population, and how to
analyze the data. The selected research design and methodology is suitable with the
researcher’s study.
 IV. PRESENTATION, ANALYSIS AND INTERPRETATION
OF DATA

Figure 1.

Age

17-18 y/o
4%

15-16 y/o
96%

13-14 y/o 15-16 y/o 17-18 y/o

Respondents completed a survey to help determine the effects of homework on

student learning. In Figure 1, it shows that out of 50 there were no 13-14 y/o
respondents, there are 48(96%) 15-16 y/o, while there are only 2(4%) 17-18 y/0.

Figure 2.

Sex

60%
50%
40%
30%
20%
10%
0%
Fe Column2

In Figure 2, it clearly shows that all 50 respondents are compose of 20(40%) Male and
30(60%) Female.
 Figure 3.

How many times a week are you assigned homework?

Every night
14%
Three-Four times a
week
36%

Once-Twice as
week
50%

The amount allotted for a students to do such assigned homework is important on how
do they manage their time. In figure 3. It shows that 7(14%) students were assigned every night,
25(50%) students were assigned Once-Twice a week and 18(36%) were assigned Three-Four
times a week.

Figure 4.

What type of Homework are you given?

50%
40%
30%
20%
10%
0%
Essays and Book work Worksheets Reading assignments

Column2

There are Different type of assigned homework that can be given by teachers. In Figure
it determines that 22(44%) are given Essays and Book work, 18(36%) are given Worksheets,
while 10(20%) are given Reading Assignment.
 Figure 5.

How long does it take you to complete your homework each night?

90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
1-2 Hours 2-4 hours more than 4 hrs

Column2

Time is important in an education. In figure 5,It shows that 41(82%) Students took 1-2
hours each night to complete their homework, 4(8%) Students took 2-4 hours and 10(20%) tool
more than 4 hours.

Figure 6.

where do you do the majority of your homework?

In Class
28%

At Home
72%

Upon answering, respondents were asked on were place do they majority do their
homework. 14(28%) said they are doing it in class, while 36(72%) said they are doing it at
home.
 Figure 7.

wHAT TIME OF DAY OR NIGHT DO YOU WORK ON YOUR HOMEWORK?

In the morning before
class
Class hour 14%
26%

As soon as I get home

from school
60%

In figure 7, it shows the gap of the students based on their responses. 7(14%) students
said they are doing it in the morning before class, 30(60%) said they are doing it as soon as
they got home from school, while only 13(26%) said they are doing it at class hour.

Figure 8.

I work on my homework by myself

50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Most of the time Some of the time Never

Column2
 In figure 8, It shows that 24(48%) answered most of the time they work on their
homework by themselves, 21(42%) answered some of the time, and 5(10%) answered that they
never tried doing it by themselves.

Figure 9.

I copied a friend's homework becausde I did not have time to get it done at home

70%
60%
50%
40%
30%
20%
10%
0%
Most of the time Some of the time Never

Column2

In Figure 9, it shows that 6(12%) answered that most of the time they do copy their
friend's homework because of not getting it finish at home, 35(70%) answered some pf the time
they do it, while 9(18%) answered they never have been done it.

Figure 10.

Ihave been unable to do my homework because the questions were too hard and I
needed my teacher's help
70%
60%
50%
40%
30%
20%
10%
0%
Most of the time Some of the time Never

Column2
 In Figure 10, it shows that 10(20%) students said most of the time they have been
unable to do their homework because the questions were too hard, 32(64%) students said some
of time, while only 8(16%) said they never experience it.

Figure 11.

Has Homework assignment ever helped me study for a test and get a good grade?

50%
40%
30%
20%
10%
0%
Most of the time Some of the time Never

Column2

In figure 11, it clearly shows that 17(34%) answered most of the time homework helped
them to study for upcoming test and got a good grade, 25(50%) answered most of the time, and
8(16%) answered homework never did.

Figure 12.

Has Homework assignment ever helped me understand something that I did not
understand during class?
70%
60%
50%
40%
30%
20%
10%
0%
Most of the time Some of the time Never

Column2
 In figure 12, it shows that 16(32%) said that most of the time homework has ever helped
them to understand their past lessons that they did not understand completely, 33(66%) said
most of the time, while only 1(2%) said never.

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

In view of the finding of this study, the following summary, conclusions and
recommendations are here presented.

One questions were sought to be answered by completing this study: Why is

Homework no-so-effective on Montessorian's Learning? Upon completion of this study,
it was found that homework had a minimal effect on student learning as a whole.
However, individually the effects of homework yield mixed results. Homework increased
some students’ academic achievement while decreasing others’. When not given
homework, some students’ academic performance increased, while others’ decreased.

The results of this study echo the findings of the multitude of researchers that
previously examined the effects of homework on student learning. The findings of this
study further validate that homework is beneficial for some students and not helpful for
others. With the demanding schedules and extracurricular activities that students
participate in, it is important to limit the amount of homework assigned. By checking
curricular schedules and discussing homework loads with other teachers it can help
ensure that students will not be overwhelmed or oversaturated. By teachers using class
time more effectively, students learn the important concepts in class and have ample
time to practice them. By spending less time in class going over homework that some
students did not even do, students spend more time perfecting the material and
progressing. Therefore, more time after school can be utilized to participate in other
events that can also produce world-ready citizens.
 One of the note, for the benefits of home involvement to be realized, it is critical
that efforts are guided by the best available evidence. This report has expressed the
key messages from the existing evidence in practical terms that can be used by
parents, teachers, schools and government to guide home involvement strategies.
Translating this best evidence in policy, practices and programs is the greater
challenge, and will require resourcing and commitment by all parties. Thus the home
involvement is of beneficial to students learning and success, therefore homes should
be encouraged to get involved in their students learning.
Given the clear benefits of positive home contribution in student learning, by way
of improved academic achievement, wellbeing and productivity, the report concludes
that resourcing and effectively progressing home involvement initiatives is warranted, if
not essential to education reform and the future of Infant Jesus Montessori School.
Anent to this, It is recommended that future researchers who are interested in
homework and its effectiveness try to expand the study to both the Senior High and
Junior High school grade levels. This study only focused on the junior high school grade
level, and it would be very useful to compare the results with data from the senior high
school level. It is also recommended that future researchers recruit more than twenty-
five parents and more than 50 students, because a larger sample size will yield greater
results, especially since not all of the parents and students will participate as hoped.

The questionnaires used for this study included ten questions. The researcher
kept the questionnaire brief so that parents and students would not be discouraged or
turned off from answering too many questions during their free time. Although the
questionnaires proved effective and adequate for answering the research questions, it
would have been useful to have allowed students and parents to write open ended
statements about their feelings on homework overall. Since the questionnaires only
allowed students and parents to circle answers provided by the researcher, it was hard
for the researcher to determine how some parents and students felt about certain
responses. For example, the question “how often does your child complete homework
each night,” should have been accompanied by “Do you feel this is too much time or not
enough? Please Explain.”
 A final recommendation is to make sure that there is a very large window of time
available for meeting with teachers to conduct interviews, and if possible, avoid
conducting future studies during months that include holiday vacations.