Polillo National High School-SH

Polillo, Quezon

Chapter-2

Related Literature and Studies

Homework as a concept has been around for hundreds of years, and today is considered the
norm for modern schools. At secondary level, schools set regular homework via a whole-school
homework policy. This can take many forms and is sometimes given a different name like 'home learning'
or 'Independent study', but the concept of completing work outside of the classroom remains the same.

The setting of homework is regarded highly by many with Epstein & Van Voorhis stating that it
not only reflects on the success of the student, but also the success of the school (2014). In spite of this,
attitudes towards homework is constantly changing, culminating in the age old homework debate.

The Homework Debate

Attitudes towards the value and purpose of homework are usually reflective of the current
societal stance and general sentiment towards education. For example, in the 20th century the mind was
seen as a muscle that would benefit from memorisation, and since this could be done at home, homework
was perceived as valuable. However, come the 1940s where emphasis shifted from drills to problem
solving, people started to view homework negatively (Cooper, 2015).

Yet, fast forward to 1957, the year Russia launched Sputnik, and society became concerned
that students were not ready for the advanced technologies that were creeping into modern life, leading
many to start favouring homework again.

Although, reflective of the attitudes in the 1960s, homework fell out of favour with the belief that it
put too much pressure on student This is why we find ourselves encased in a spiral of ever changing
attitudes towards homework which looks set to continue.
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We believe that homework plays an important role in both a student’s education and the
performance of the school. Here we look at academic research, but also take into account the opinion of
leading educators who give weight to the stance that homework serves a purpose that penetrates far deeper
than improving a student’s general understanding of a subject.

Does Homework Improve Academic Achievement? A Synthesis of Research, 20014-

2015

The purpose of homework can be grouped into ten strands as stated by Epstein & Van Voorhis
(1988, 2014) ‘practice, participation, preparation, personal development, parent-child relations, parent-
teacher communication, peer interactions, policy, public relations and punishment.’ This suggests that
homework affects more areas than just a student’s academic ability.

Homework continues to be a controversial topic. The debate over homework is an old one, with
attitudes shifting throughout the debate over the years. Proponents and opponents make cases to support
their views on the necessity and importance of homework in the development of the student and the
construction of knowledge. Good and Brophy (2003, revised in 2015) indicate that many view
homework as, “An important extension of in-school opportunities to learn”

While some proponents of homework believe in its purpose, a question still persists about the role
of homework in determining the student’s grade. Should homework be assigned and graded on a regular
basis, or should it be viewed as an educational means to an end? As a means to an end, should one
centralized school or district policy govern homework, or should some flexibility exist?

Education consultant Ken O’Connor (1999 revised in 2015) suggests eight guidelines for
successful assessment, which includes a directive to not mark every single assignment for grades, but
rather take a sampling of student efforts in order to assess how much they have learned. His approach
pushes for a more standards based approach in determining grades, combining formative assessment to
track students’ grasp of lesson concepts as they learn, enabling adjustment of teaching practice on-the-fly,
and summative assessment in the form of a test or quiz, which measures the level of student knowledge
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and understanding after the learning process. This is also a valuable tool for the teacher, as they may be
better able to gauge the efficacy of their lessons and unit.

In a study conducted by Hill, Spencer, Alston and Fitzgerald (2015), homework was positively
linked to student achievement. They indicate that homework is an inexpensive method of improving
student academic preparation without increasing staff or modifying curriculum. “So, as the pressure to
improve test scores continues to increase, so does the emphasis on homework”

It carries educational benefits for all age groups, including time management and organization.
Homework also provides students with the ability to think beyond what is taught in class.
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References
Bang, H. J. (2011a). Newcomer immigrant students’ perspectives on what affects their homework experiences. J.
Educ. Res. 104, 408–419. doi: 10.1037/a0018201

Bang, H. J. (2011b). What makes it easy or hard for you to do your homework? An account of newcomer immigrant
youths’ afterschool academic lives. Curr. Issues Educ. 14, 1–26.

Bang, H. J., Suárez-Orozco, C., and O’Connor, E. (2011). Immigrant students’ homework: ecological perspective
on facilitators and impediments to task completion. Am. J. Educ. 118, 25–55. doi: 10.1086/662008

Bang, H. J., Suárez-Orozco, C., Pakes, J., and O’Connor, E. (2009). The importance of homework in determining
immigrant students’ grades in schools in the USA context. J. Educ. Res. 51, 1–25. doi:
10.1080/0013188080270462Cooper, H. (1989). Homework. New York, NY: Longman.

Cooper, H., Jackson, K., Nye, B., and Lindsay, J. J. (2001). A model of homework on the performance evaluations
of elementary school students. J. Exp. Educ. 69:181–199. doi: 10.1080/00220970109600655

Cooper, H., Lindsay, J. J., Nye, B., and Greathouse, S. (1998). Relationships between attitudes about homework,
amount of homework assigned and completed, and student achievement. J. Educ. Psychol. 90, 70–83. doi:
10.1037/0022-0663.90.1.70

Cooper, H., Robinson, J., and Patall, E. (2006). Does homework improve academic achievement? A synthesis of
research, 1987-2003. Rev. Educ. Res. 76, 1–62. doi: 10.3102/00346543076001001

Cooper, H., and Valentine, J. C. (2001). Using research to answer practical questions about homework. Educ.
Psychol. 36, 143–153. doi: 10.1207/S15326985EP3603_1

De Jong, R., Westerhof, K. J., and Creemers, B. P. M. (2000). Homework and student math achievement in junior
high schools. Educ. Res. Eval. 6, 130–157. doi: 10.1076/1380-3611(200006)6:2;1-E;F130

Encuesta Nacional de Inmigrantes (2007). Encuesta Nacional de Inmigrantes 2007. España: Instituto Nacional de
Estadística (INE).
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Epstein, J. L. (2011). “Homework practices, achievements, and behaviors of elementary school students,”
in School, Family, and Community Partnerships: Preparing Educators and Improving Schools, ed. J. L. Epstein
(Boulder, CO: Westview Press).Epstein, J. L., and Van Voorhis, F. L. (2001). More than minutes: teachers’ roles in
designing homework. Educ. Psychol. 36, 181–193. doi: 10.1207/S15326985EP3603_4Fernández-Alonso, R.,
Suárez-Álvarez, J., and Muñiz, J. (2014). Homework and academic performance in mathematics: a multilevel
approach with primary school student. Revista Psicol. Educ. 9, 15–29.

Goslin, D. A. (2003). Engaging Minds: Motivation and Learning in America’s Schools. Lanham, MD: Scarecrow
Press

Hernandez, D. J., Denton, N. A., and Macartney, S. E. (2007). Children in Immigrant Families-the U.S. and 50
States: National Origins, Language, and Early Education. Albany, NY: Child Trends Center for Social and
Demographic Analysis at SUNY.

Hong, E., Peng, Y., and Rowell, L. L. (2009). Homework self-regulation: grade, gender, and achievement-level
differences. Learn. Individ. Differ. 19, 269–276. doi: 10.1016/j.lindif.2008.11.009

Hutchins, D. J., Greenfeld, M. D., Epstein, J. L., Sanders, M. G., and Galindo, C. L. (2012). Multicultural
Partnerships: Involve All Families. New York, NY: Library of Congress.

Keith, T. Z., Keith, P. B., Quirk, K. J., Sperduto, J., Santillo, S., and Killings, S. (1998). Longitudinal effects on
parent involvement on high school grades: similarities and differences across gender and ethnic groups. J. School
Psychol. 36, 335–363. doi: 10.1016/S0022-4405(98)00008-9

Madjar, N., Shklar, N., and Moshe, L. (2016). The role of parental attitudes in children’s motivation toward
homework assignments. Psychol. Sch. 53, 173–188. doi: 10.1002/pits.21890

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United States. Pers. Individ. Dif. 27, 1091–1096. doi: 10.1016/S0191-8869(99)00051-
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Curriculum Vitae

Name: Bulalacao, Rhojan Fajardo

Birthdate: April 21, 2002

1.75” x 1.75” colored pic

Birthplace: Polillo, Quezon
ture
Permanent Address: Brgy. Sibulan Polillo, Quezon

Contact Number: 094609276546

Email Address: christianbrhojanf@gmail.com, Polillo National High School

facebook@rhojan.bulalacao.35

Educational Background:

School/University Inclusive Years

Sibulan Elementary School 2013-2014

Polillo National High School 2018-2018

Polillo National High Schoolo-SHS 2019-Present

Thesis Title: Homewrok: As Follow-up Activities for Improving the Students Learning Process

Subject: Practical Research-2

Teaching Philosophy: Teaching is the greatest act of optimism.