Group 5 Final Research Papers 12 Voltaire

THE VIABILITY OF HOMEWORK AND STUDENTS’ SCHOLASTIC
PERFORMANCE
A Research Presented to the

Zamboanga del sur National High School
Senior High School Department
City of Pagadian, Zamboanga Del Sur
In Partial fulfillment
Of the Requirements of the Subject
Practical Research 1
(Quantitative Research)
BY:
Monsion, Peach Leigh

Palapas, Princes Grace
Pasco, Marjorie
Puerto, Louren
Rodriguez, Clayton
Salonoy, Joanne
Serrania, Angel Lyka
Sumusod, Sittie Afrah
Tanoy, Aldrin
Tingson, Kenneth Mark
June 2022
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CHAPTER I
THE PROBLEM AND ITS SCOPE
Introduction
Homework has been unusually difficult for students. They believe that homework
is insufficient for their life. Through homework you can achieve better skills in your
cognitive aspects through thinking, analyzing, evaluating, and even understanding the
topic given by the teachers. Homework isn't only for the sake of compliance. It's for
honing your personal abilities so you can apply them in real-life circumstances (Class,
2018). Homework is one of the factors that affects students' learning and may have a
significant impact on their academic achievement.
Mdschool (2017) defined homework as out-of-class tasks assigned to students as
an extension or elaboration of classroom work. It is the school work that a student is
required to do at home. Assigning homework serves various educational needs. It
serves as an intellectual discipline, establishes study habits and eases time constraints
on the amount of curricular material that can be covered in class, supplements and
reinforces work done in school. In addition, it fosters student initiative. Independence
and responsibility, and brings home and school closer together. According to Mdschool,
there are three types of homework: practice, preparation and extension. Practice
assignment/homework reinforce newly acquired skills. For example, students who have
just learned a new method of solving a mathematical problem should be given sample
problems to complete in their own. Preparation assignments/homework help students
get ready for activities that will occur in the classroom. Students may, for example, be
required to do background research on a topic to be discussed later in class.
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Extension assignments/homework are frequently long-term continuing projects
that parallel class work. Students must apply previous learning to complete assignments,
which include science fair projects and term papers.
Homework is a significant part of classroom learning. It aids in the cementing of
ideas that students learn (or should acquire) in school, as well as broadening their
knowledge (Newcombe, 2019). Furthermore, others claim that homework serves a
useful function. It aids in the preparation of pupils for national and statewide exams and
assessments, for example. It aids in the reinforcement of what is taught in the
classroom. It allows parents to participate actively in their children's education. It also
aids in the development of core skills such as time management, organization, task
completion, and accountability. What's more crucial is that students be able to
demonstrate mastery of the content without the help of the teacher (Lohmann, 2014).
Cognitive skills testing and training identifies root causes of the homework and learning
struggles and overcome them. Increased cognitive skills strength translates into an
increased ability to learned and read; attitude, confidence, self-esteem, and grades all
improved.
Doing homework, according to Maulion (2018), fosters discipline by allowing
students to find time to work on their tasks in the most effective manner feasible. The
very essence of complying with the requirements the teacher assigns them makes
student understand the importance of taking responsibilities. Education, like the majority
of life, is a process. It's all about finding the right balance. Homework moderation and
reasonable expectations can help parents analyze their young children's learning
capacities and development while also teaching them vital life skills. Too much can lead
to tension, exhaustion, and family strife. To acquire the broader picture, all the parts of
the education puzzle must be in place, including homework (Smith, 2016) According to
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Paranguao (2018), homework is viewed as a tool for practice in the Philippines, but it is
only given when absolutely required, in order to prevent causing additional stress and
impeding a student's social development.
The deficit or needs of students in terms of homework viability will be
differentiated and determined through the impacts that the researchers will conduct in
this study. The primary goal of this study is to examine the association between
homework viability and students’ scholastic achievement among Grade 11 HUMSS
students at Zamboanga Del Sur National High School- Senior High School Senior High
School Department.
The findings of the study will serve as a guide for everyone. To raise
understanding of the viability of homework on students' daily life so that they may
become more effective learners at school and in the community. Furthermore, for
students, teachers, and stakeholders, this research project will represent the start of a
new initiative.
Statement of the Problem
This study aims to assess the viability of homework and its relation to the scholastic
performance of the Grade 11 HUMSS students of Zamboanga Del Sur National High
School-Senior High School, Pagadian City, academic year 2021-2022
Specifically, it seeks to answer the following questions:
1. To what extent the student’s viability of homework in terms of:
1.1 cognitive comprehension; and
1.2 skill enhancement?
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2. What is the level of student’s scholastic performance?
3. Is there a significant relationship between the viability of homework and
student’s scholastic performance?
Hypothesis
The following will be tested at 0.05 level significance. H o: There is no significant
correlation between the viability of homework and student's scholastic performance.
Significance of the Study
The result of this research will be made to aim to provide crucial information and
knowledge regarding the viability of homework and its relationship to students’ scholastic
performance as it merits to the following individuals:
Students. This study will improve students' study skills and attitudes toward school, and
teach students that learning can take place anywhere, not just in school buildings and
will assist students in becoming aware of the value of homework and improving their
intellectual retention and skills acquisition.
Parents. Who will be directly concerned with the education of their children considering
school performance in different discipline and will likewise polish and assist their children
in developing their performance through schoolwork.
Teachers. The given data will guide them how to enhance their teaching approach
before assigning homework to their students, as well as be aware and identify the
aspects that influence the students' scholastic performance.
Future researchers. This will be an instrument that will guide and navigate them in
discovering credible, reliable, and tantamount factors that are known as indispensable
data for further understanding on the topic and acquire insight into the subject at hand
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and build research skills in order to enhance productivity in the field in which they could
be working. Indeed, this research is going to be the chief source of enlightenment that
they will surely need in their future studies.
Scope and Delimitation of the Study
The scope and delimitation of the study involved the following parameters which
are projected to define the concerns of the study and find its proper place in the wide
area of educational research.
Subject Matter. This study will focus on the extent of viability of homework and its effect
to the scholastic performance.
Research Locale/Timeline. This research will be conducted at Zamboanga del Sur
National High School- Senior High School Department at Sta. Maria District, Pagadian
City, Zamboanga del Sur on June 2022.
Research Participants. Participants from this study will be only 10 Grade 11 Gautama
students from strand Humanities and Social Sciences (HUMSS) who are officially
enrolled in the school year 2021-2022.
Research Design. This research work will utilize descriptive correlational research
design in order to answer this study the relationship between viability of homework and
student's scholastic performance since it involves description, analysis, and
interpretation of facts that existed.
Definition of Terms
The following terms will be used extensively in this study and share constructed
according to their conceptual and operational definitions:
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Viability. It is the ability to work successfully.
Homework. Refers to the assigned tasks of the teacher needed to add grades of the
students.
Scholastic achievement. Is the extent to which a student or institution has achieved
either short or long term educational goals.
Cognitive Ability. Refers to the capability of a person to think, understand, evaluate, and
positive decision making in many ways
Skill enhancement. Provides the opportunity and knowledge for a client to develop and
strengthen the necessary skills to gain, maintain, and advance in a chosen area.
Scholastic performance. Is the measurement of student achievement across various
academic subjects.
Conceptual Framework
The relationship between the viability of homework, such as cognitive
comprehension and skill enhancement, as independent variables and its effect on
scholastic performance as dependent variables is visualized in Figure 1.
This research study was anchored on the Self-efficacy theory. Self-efficacy refers
to the people’s beliefs about their capabilities to produced designated levels of
performance that exercise influence over events that affect their lives. Self-efficacy
beliefs determine how people feel, think, motivate themselves and behave. Such beliefs
produce these diverse effects through four major process. They include cognitive,
motivational, affective, and selection processes (Bandura,1993)
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Viability of Homework
Students’ Educational
 Cognitive Comprehension Performance
 Skill Enhancement
Figure 1. Schematic Diagram of the Study
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter unravels a review of related literatures and related studies that will
sharpen the readers' broad understanding about the nature of this study
Viability of Homework
Homework has been a perennial topic of debate in education, and attitudes toward
it have been cyclical (Gill & Schlossman, 2000). Throughout the first few decades of the
20th century, educators commonly believed that homework helped create disciplined
minds. Homework assignments have multiple purposes. Some are instructional but
others have behavioral goals. Teachers may assign some homework to enable students
to practice specific skills, but they also may aim to help students develop their
responsibility perseverance, and time management (Epstein & Voorhis, 2001)
Teachers also assign homework to assess the extent to which students have
mastered specific skills in order to plan new lessons that will meet students learning
levels (Bang et al., 2009, Rodriguez et al., 2014). Over past few decades, many studies
of homework processes have been conducted, mainly to clarify the importance of
homework for students' academic achievement (Valle et al., 2015)
According to Turtenwald (2018), each day, especially in the higher grades,
students are assigned homework to complete and return to school for the teacher to
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grade. The impact of homework on student achievement has been widely studied. Some
students complain that homework is just a hassle and has no benefits, while others
diligently do their homework in hopes of improving or maintaining grades. Even though
homework can have some negative effects, it also has a positive impact on students
School and homework teach students important life lessons that they will use as an
adult. For example. It teaches them how to read and comprehend information,
communicate ideas with others, listen and take notes, remember things, solve problems,
how to develop a plan, set priorities and take an action. Homework also teaches
students how to write reports, spend time alone and helps develop their curiosity about
new subjects Bishop. 2008). Homework reaps benefits outside of just achievement with
an improvement in home-school involvement and parent-child relationships having
positive impacts from homework. Although, it must be taken into consideration that in
order to see these benefits, homework being set should have a clear goal and purpose,
so as to encourage student completion of the work and for it to be truly worthwhile
(Spencer, 2017)
Gibson (2010) elucidates that homework not only increases a student's learning
but it also helps them learn important life skills such as organization, problem solving.
goal setting and perseverance. While homework can have positive impact on student
learning. It also can be a source of frustration for both parents and children. Listed below
are some ideas that may help parents and students deal more effectively with
homework.
Cognitive Comprehension
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Cognitive factors refer to characteristics of the person that affect performance and
learning these factors serve to modulate performance such that it may improve or
decline. These factors involve cognitive functions like attention memory and reasoning
(Danili & Reid, 2006)
Michelon (2016) explained that cognition has to do with how a person understands
the world and acts in it. It is the set of mental abilities or processes that are part of nearly
every human action while we are awake. Cognitive abilities are brain-based skills we
need to carry out any task from the simplest to the most complex. They have more to do
with the mechanisms of how we learn, remember, problem-solve, and pay attention,
rather than with any actual knowledge. For instance, answering the telephone involves
perception (hearing the ring tone), decision taking (answering or not), motor skill (lifting
the receiver), language skills (talking and understanding language), social skills
interpreting tone of voice and interacting property with another human being).
Cognitive abilities or skills are supported by specific neuronal networks. For
instance, memory skills rely mainly on parts of the temporal lobes and parts of the frontal
lobe (behind the forehead)
Gibson (2014) elucidates that cognitive learning is the foundation of educational
success, making it an incredibly valuable skill for anyone of any age. Whether you're just
beginning your education or nearing the end of your career. cognitive learning should
always be a priority. According to Gibson there's a process of cognitive learning can be
broken down into four steps gaining access to new information, thinking about it
critically, judging it from your perspective, and finally using this information to influence
your existing knowledge. Think of cognitive learning as the bedrock of your mind's
educational abilities - it's a vital foundation, and without it, learning new information
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becomes difficult. Your cognitive abilities can be built, or refined, at any age and any
stage in your life.
Cognitive learning is a type of learning that is active, constructive, and long-lasting
It engages students in the learning processes, teaching them to use their brains more
effectively to make connections when learning new things. This style of learning is a
powerful alternative to the traditional classroom approach. Instead of focusing on
memorization, cognitive learning builds on past knowledge. Students learn to make
connections and reflect on the material skills that help them become better learners
There are three (3) factors of cognitive learning this includes: comprehension,
memory, and application. Comprehension builds cognitive learning skills that teaches
students how to learn more effectively. Students learn to do more than repeat what they
have learned. They understand the "why" behind a topic and how it fits into a larger
picture. Memory, unlike drill-and-kill memorization methods, cognitive learning helps
students gain a deeper understanding of a subject. This improves recall in the long run,
so students can build upon past knowledge. Application on the other gives students the
chance to reflect on what they are learning and how it applies to other material. This
helps students develop problem-solving skills they need to create new connections
between what they are learning Because of varying levels of cognitive ability, we all
learn differently.
Cognitive learning can be made more relevant in learning by allowing learners
access to different mediums of learning. Provide the main content in bullet points.
Include additional clarification notes or annotations in the form of text, and append
optional content (videos, audio files, and open-source content links) for individual
learners to explore a subject further should they wish to do so (Arshavskiy, 2018).
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Comprehension is the ability to understand and get meaning from spoken and
written language (National Institute for Literacy [NIFL). 2001). Comprehension skills are
based on rich language and experience with text from early in life. These experiences
include learning how to decode, becoming fluent in decoding with an extensive
repertoire of sight words increasing vocabulary to include words commonly found in
texts, and learning how to get meaning from text using comprehension processes
(Pressley, 2000). Therefore, effective comprehension instruction is necessary to help
students understand remember, and communicate with others about what read to them
and what they read (NIFL, 2001). Teachers who help students grow their cognitive skill
levels as well as learn new tasks will have better learning outcomes in the classroom
When we understand where cognitive skills fit into everyone's learning process,
we can see how truly important they are which leads to another critically important truth:
cognitive skills can change. That's right, cognitive skills, learning skills, underlying skills,
and learning tools can be improved strengthened and enhanced, regardless of a
person's age. It is about how much we know as well as how effectively we process the
information that we receive Cognitive skills determine how easy fast and well a person
learns. In other words, cognitive skills are the learning skills used to: Retain information
(1) Process analyze, store facts and feelings (2), and create mental pictures, read
words, and understand concepts (3).
Vocabulary and comprehension: It's a truth universally acknowledged that
students with larger vocabularies are also much better at reading. Metalinguistic
awareness has been defined as the ability to objectify language and dissect it as an
arbitrary linguistic code independent of meaning (Roth et al., 2002). Moreover, the ability
to objectify language, refers to being able to examine language, or the way we use
spoken and written language. The term 'objectify' could also mean to use conscious
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thought to think about the structure of language. To dissect' refers to the ability to
examine the parts of language. Arbitrary linguistic code' probably refers to the ability to
inquire and investigate the unlimited ways that language can be constructed to
communicate an idea or ideas.
Skill Enhancement
Skill enhancement programs are focused around training that combines the best
practices from education, psychology, social work, career counseling, sports, and
technology training. Through skill training a person can improve their overall
performance in any identified area and in so doing can improve the overall quality of life.
Skill enhancement or training typically uses a combination of cognitive and behavior
problem solving approaches, both of which are used to strengthen a person's positive
skill development Berger (2005). The concept of skill refers to how an individual can use
the knowledge in actual communication. According to Canale (1987) skill requires a
further distinction between underlying capacity and it's manifestation in real
communication or performance.
When individuals improve their skill. They become more proficient, skilled and
optimistic in themselves and their performance, and they are capable of attaining their
goals. An augmentation plan is critical for conscientiously helping to improve skills and is
most efficient when it is linked to goals. Thus, an individual must first establish their
goals and then evaluate which competencies need to be maneuvered to achieve those
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specific goals. By integrating skill enhancement and long term-term growth goals, an
individual will help ensure that the enthusiasm and desire to expand that skill is present.
Interpersonal skills focuses on relationships and interactions with others it includes
how to communicate and work with others as well as how to lead others. Personal
effectiveness centers on skills that can be applied independent of other people it
includes skills such as goal setting, problem-solving, time management, and stretch
stress management both sections hones in on specific skills such as the leadership.
team building, time management decision making problem-solving, and change
management it still has its own section with information designed to guide the learner
and provide insight into enhancing that particular skills.
Ritter and Mostert (2016) said creative thinking skills can be considered one of
the key competencies for the twenty-first century—they allow us to remain flexible and
provide us with the capacity to deal with the opportunities and challenges that are part of
our complex and fast-changing world. The increased focus on innovation combined with
recent reports of decrements in creative performance brings attention to the need to
develop creative thinking skills at both the educational and business levels The life skills
curriculum. COMPASS, was designed to teach people about the value in personal
responsibility It also helps teach better ways to approach stress, behavioral problems,
and communication skills so that individuals can live happier and productive lives
(Chacon 2013). "Life skills are non-tangible skills that deal with cognitive, social, and
emotional competenca," said Caspari" These types of intangible skills are what help
develop better coping and success strategies."
Scholastic Performance
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Ассоrding tо Shаrrоск (2008) асаdеmiс реrfоrmаnсе describes hоw wеll уоu
реrfоm in sсhооl соursеs liке sосiаl studiеs, histоrу, еnglish/ЕLА, sсiеnсеs, аnd mаth.
Вut саn аlsо inсludе thе "sресiаls" оr еlесtivе соursеs in thе аrts, musiс, hеаlth,
businеss, аnd оthеrs.
Ассоrding tо Моrrаll (2018) асаdеmiс is оf соursе simрlу оnе vеrу wеll vеrsеd оr
sресiаlizеd in кnоwlеdgе, еduсаtiоn аnd rеsеаrсh. Реrfоrmаnсе is hоw оnе реrfоrms:
dаnсеrs dаnсе; singеrs sign аnd асаdеmiсs рrоduсе findings оf сurrеnt, rеlеvаnt
rеsеаrсh. Тhаt's lifе аnd businеss аt thе tор оf асаdеmiа. Individuаls, whо аrе bеttеr
оrgаnizеd, bеttеr рrераrеd аnd hаvе аn оrgаnizаtiоnаl рlаn аnd рlаnnеr did bеttеr in
sсhооl аnd will соntinuе tо bе liке thаt in thеir саrееr. Оrgаnizаtiоn, timе mаnаgеmеnt.
рriоritizаtiоn, соnсеntrаtiоn аnd mоtivаtiоn асhiеvе асаdеmiс suссеss. Whеn it соmеs
right dоwn tо it оrgаnizаtiоnаl sкills mау bе just аs imроrtаnt аs rеаding, writing аnd
аrithmеtiс in сrеаting а wеll-rоundеd, sеlf-suffiсiеnt individuаl. Studеnt's асаdеmiс
реrfоrmаnсе is thе grаduаl, mеаsurаblе grаding оf асhiеvеmеnt аs еvidеnt in grаdеs
еаmеd.
From a humanistic approach, Martinez (2007) states that academic performance is
“the product given by the students and it is usually expressed through school grades”.
Pizarro (1985) referred to academic performance as a measure of the indicative and
responsive abilities that express, in an estimated way, what a person has learned as a
result of a process of education or training.
Асаdеmiс реrfоrmаnсе mirrоrs thе оld аdаgе: "рublish оr реnsh. Yоu must keep а
vеrу tight lid оn things аs уоu rеsеаrсh, but tо кеер уоur tеnurе аnd еnsurе funding
соmmitmеnts рrоgrеss must bе mеаsurаblе аnd rероrtеd widеlу аnd timеlу (Shаrrоск.
2008).
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Асаdеmiс асhiеvеmеnt is imроrtаnt fоr thе suссеssful dеvеlорmеnt оf уоung
реорlе in sосiеtу. Studеnts whо dо wеll in sсhооl аrе bеttеr аblе tо mаке thе trаnsitiоn
intо аdulthооd аnd tо асhiеvе оссuраtiоnаl аnd есоnоmiс suссеss (Rеgiеr. 2011).
Sеvеrаl fасtоrs indiсаtе а studеnt's асаdеmiс suссеss. Whilе sоmе mау nоt grаduаtе
tор оf thеir саss, thеу mау hоld lеаdеrshiр роsitiоns in sеvеrаl studеnt grоuрs оr sсоrе
high оn stаndаrdizеd tеsts, Реорlе оftеn соnsidеr grаdеs first whеn еvаluаting асаdеmiс
асhiеvеmеnt. Тhis inсludеs sсhооls, whо rаnк studеnts bу thеir GРА, аwаrding sресiаl
dеsignаtiоns suсh аs vаlеdiсtоriаn аnd sаlutаtоriаn fоr thоsе whо grаduаtе first аnd
sесоnd in thеir сlаss. Sсhоlаrshiр оrgаnizаtiоns аnd univеrsitiеs аlsо stаrt bу lоокing аt
grаdеs, аs dо sоmе еmрlоуеrs, еsресiаllу whеn hiring rесеnt grаduаtеs. Grаdеs саrrу
mоrе wеight in sоmе industriеs, еsресiаllу tесhniсаl рrоfеssiоns suсh аs lаw, mеdiсinе
аnd finаnсе. Initiаtivе саn аlsо indiсаtе асаdеmiс реrfоrmаnсе (Моrаru, 2016).
Моrеоvеr, Rеigеr (2011) еluсidаtеd thаt аdults whо аrе асаdеmiсаllу suссеssful
аnd with high lеvеls оf еduсаtiоn аrе mоrе liкеlу tо bе еmрlоуеd, hаvе stаblе
еmрlоуmеnt, hаvе mоrе еmрlоуmеnt орроrtunitiеs thаn thоsе with lеss еduсаtiоn аnd
еаr highеr sаlаriеs, аrе mоrе liкеlу tо hаvе hеаlth insurаnсе, аrе lеss dереndеnt оn
sосiаl аssistаnсе, аrе lеss liкеlу tо еngаgе in сriminаl асtivitу, аrе mоrе асtivе аs
сitizеns аnd сhаritаblе vоluntееrs аnd аrе hеаlthiеr аnd hаррiеr.
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CHAPTER III
RESEARCH METHODS
This chapter will explain how the study will carry out and the tools that the
researchers will use to collect data for the study's conclusion. The research
design, research participants, research instruments, data gathering procedure,
statistical data treatment, and ethical considerations will be the examples.
Research Design
This study will be used a descriptive correlational research approach to
explore the question of the association between homework viability and student
scholastic performance. This strategy will be better for this type of research since
it allows for more fact-gathering and accurate interpretation. The goal of using
the descriptive method to obtain knowledge on an actual state or scenario when
researching a certain topic. The information acquired through a guided
questionnaire will be collated, evaluated, and interpreted. Furthermore, the
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correlation design was employed to see if homework has any bearing on a
student's scholastic achievement.
Descriptive research is a study designed to depict the participants in an
accurate way. More simply put, descriptive research is all about describing
people who take part in the study (Kowalczyk, 2013). According to Cheprasov
(2018), a correlational study is a type of research design where a researcher
seeks to understand what kind of relationships naturally occurring variables have
with one another. In simple terms. correlational research seeks to figure out if two
or more variables are related and, if so, in what way.
Research Locale
This study will be conducted at Zamboanga del Sur National High School Senior
High School, Sta. Maria District, Pagadian City, Zamboanga del Sur.
Research Participants
The respondents of this study will be the Grade 11 students of Humanities and
Social Sciences (HUMSS) section Gautama of Zamboanga del Sur National High School
Senior High School academic year 2021-2022.
Research Instrument
An adapted but reconstructed survey questionnaire will be used as the instrument
in gathering data. The questionnaire will be validated by different teachers.
Data Gathering Procedure
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Researchers will prepare the questionnaire, before conducting the research to
have an information needed to the participants. After preparing the questionnaires, the
researchers made an approval letter to the school's principal and assistant principal of
the Zamboanga Del Sur National High School- Senior High School. After the approval of
the letter, the researchers will conduct the survey questionnaires to the participants.
Afterwards the questionnaires will be retrieved and the data gathered will be analyzed
and interpreted by the researchers.
Statistical Treatment of Data
To analyze and interpret the data, descriptive statistics was utilized such as
percentage, weighted mean as a measure of average, standard deviation as a measure
of variability of numerical observations and ranks in order to determine the position or
viability of homework and students' scholastic performance. To test the hypothesis of
significant correlation between the independent and dependent variable. Pearson
correlation coefficient will be used. Pearson Product- Moment Correlation is a measure
of the strength of linear association/relationship between two variables. This test will be
used to determine the most direct positive effect of homework is that it can improve
retention and understanding. More indirectly, homework can improve students' study
skills and attitudes toward school, and teach students that learning can take place
anywhere, not just in school buildings. Too much homework can result in lack of sleep,
headaches, exhaustion and weight loss.
The statistical test procedure will run along with the use of the level of marginal
statistical significance, p-value, for the rejection or acceptance of the null hypothesis.
The decision rule states that if p-value is less than or equal to the level of significance a,
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the null hypothesis is rejected yielding a significant result. Otherwise, the null hypothesis
is accepted. Furthermore, the hypothesis will be tested at a = 0.05 level of significance.
Ethical Consideration
The researchers will strictly observed proper consideration to establish and
safeguard ethics in conducting this research.
The name of the respondents will not be mentioned in any part of this research
study. The author of related article, books, and other paper that have been used to give
more ideas and insights about the study were given credits. Proper document sourcing
or referencing of the materials was done ensure and promote copyright laws.
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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the salient findings of the study, analysis and interpretation
of data gathered to explain the relationship between efficacy of homework and students
academic performance. The presentation of results is organized based on the order of
the specific problems in chapter one. Moreover, the presentation is exemplified with the
aid of tables in order to understand better the implications of the responses.
Status of Viability of Homework

Table 1.1
Status of Viability of Homework in terms of Cognitive Comprehension
Statement Indicators Mean SD Description Rank
1. I do my homework 2.9 0.32 Fair 5.0

without plagiarizing
others answer.
2. I use my higher order 3.8 0.78 Satisfactory 2.0
thinking skills to answer
my homework.
3. I answer in a clear and 3.7 0.95 Satisfactory 4.0
concise way in writing
homework.
4. I brainstorm ideas before 3.7 1.34 Satisfactory 3.0
I answer my homework.
5. I understand the topic 4.5 0.85 Very Satisfactory 1.0
first before I answer.
Overall Results 3.72 0.85 Very Satisfactory
Scale: 4.21- 5.00 = Outstanding; 3:41- 4.20= Very Satisfactory; 2.61- 3.40= Satisfactory; 1.81- 2.60=
Fair; 1.00- 1.80= Poor
21
Table 1.1 shows the status of viability of homework and students scholastic
performance in terms of cognitive comprehension. It is revealed that item number 5, "I
understand the topic first before I answer" was ranked first among the five (5) statements
indicators presented with a weighted mean of 4.5 and SD of 0.85 and interpreted as
"very satisfactory". Next in rank was item number 2, "I use my higher order thinking
skills" with a weighted mean of 3.8 and SD of 0.78 which was interpreted as
"satisfactory". Occupying the last rank was item number 1, "I do homework without
plagiarizing others answer" with a weighted mean was 2.9 and SD of 0.32 which was
interpreted as "fair". Therefore, the overall weighted mean was 3.72 and interpreted as
"very satisfactory". These results proved that the students' viability of homework in terms
of cognitive comprehension is very satisfactory.
Cognition promotes long-term learning, developing cognitive skills allows
students to build upon previous knowledge and ideas. This teaches students to make
connections and apply new concepts to what they already know. According to Willis
(2015), when students reach adolescence, they become more independent and self-
directed. There is shift away from rote memorization and single, correct responses.
Learning goals are more likely to focus on reading for content and comprehension,
revising, report writing, solving problems, investigating and independent or group work.
Cognitive factors refer to characteristics of the person that affect performance and
learning. These factors serve to modulate performance such that it may improve or
decline. These factors involve cognitive functions like attention, memory, and reasoning
(Danili & Reid, 2006).
22
Table 1.2
Status of Viability of Homework in terms of Skill Enhancement
Statement Indicators Mean SD Description Rank
1. I adapt to new learnings 4.1 0.87 Very Satisfactory 5.0

in doing homework.
2. I enhance my self- 4.5 0.85 Satisfactory 2.0
regulatory skills by doing
homework.
3. I deepen my knowledge 4 1.05 Outstanding 1.0
of context by doing
homework.
4. I use my researching 4.5 0.53 Very Satisfactory 3.0
skills to reason out my
answers on homework
5. I use my homework as 4.2 0.63 Very Satisfactory 4.0
a tool to enhance my
confidence and
intrapersonal skill.
Overall Results 5 3.93 Outstanding
Fair; 1.00- 1.80= Poor
Table 1.2 presents the response of the viability of homework in terms of skill
enhancement. It is revealed that item number 3, “I deepen my knowledge of context by
doing homework” was ranked first among the five (5) statements indicators presented
with a weighted mean of 4 and SD of 1.05 and interpreted as "outstanding". Next in rank
was item number 2, "I enhance my self-regulatory skills by doing homework" with a
weighted mean of 4.5 with a SD of 0.85 and interpreted as “satisfactory”. Third in rank is
item number 4,"I use my researching skills to reason out my answers on homework" with
23
a weighted mean of 4.5 and a SD of 0.53 which is interpreted as "very satisfactory".
Fourth in rank is item number 5, “I used my homework as a tool to enhance my
confidence and interpersonal skill” with a weighted mean of 4.2 and a SD of 0.63 which
interpreted as “very satisfactory”. Last is the item number 1, "I adapt to new learnings in
doing homework" with a weighted mean of 4.1 and a SD of 0.87 which interpreted as
“very satisfactory”. Therefore, the overall weighted mean was 3.93 and interpreted as
“outstanding”. In other words these results proved that the viability of homework in terms
of skill enhancement is outstanding.
It is important to continue with training studies at all grade levels so that students
can become aware of the relationship between homework activities and these self-
regulation processes such as goals, self-efficacy, self-refection, time management, and
delay of gratification. Evidence from correlational studies showed that students' self-
regulation skills and motivational beliefs correlate positively with homework activities.
Homework assignments that are adequately challenging and interesting help struggling
and at-risk students develop motivation and self-regulation skills and achieve success.
(Zimmerman,Barry J, 2011).
Table 1.3
Summary on the Status of Viability of Homework
Category Average SD Description
Cognitive Comprehension 3.72 0.85 Very Satisfactory
Skill Enhancement 5 3.93 Outstanding
Overall Results 4.36 2.39 Outstanding
24
Fair; 1.00- 1.80= Poor
Table 1.3 shows the over-all average weighted mean on the two categories in
viability of homework. Cognitive Comprehension has the highest average weighted
mean of 3.72 which is interpreted as "very satisfactory". While Skill Enhancement has
also the highest average weighted mean of 5 which is interpreted as "outstanding". The
calculated over-all average weighted mean is 4.36 is interpreted as "outstanding"
In conjunction of the findings above Lohman (2014) elucidated that in helping
students to prepare for national and statewide exams and tests. It helps to reinforce
what's being taught in the classroom. It enables parents to actively engage in their
child's education. Plus, it helps teach fundamental skills such as time management
organization, task completion, as well as responsibility.
Level of Students’ Scholastic Performance
Table 2
Level of Students’ Scholastic Performance
Grading Scale Achievement Frequency Percentage

Description
90-100 Outstanding 6 20.00

85-89 Very Satisfactory 12 40.00
80-84 Satisfactory 12 40.00
75-79 Fairly Satisfactory 0 0.00
Below 75 Did Not Meet 0 0.00
Expectations
Total 30 100.00
Average Description
25
Overall Level of Scholastic Performance 85.93 Very
Satisfactory
Table 2 the level of academic performance of the grade 11- HUMSS students is
vividly emphasized in table 2. Accordingly, research participants with grades ranging
from 80-84 which implied as "satisfactory" performance and 85-89 which implied as
"very satisfactory" performance had the same percentage of 40%. 20% of the sample
respondents exhibited an "outstanding" performance as verified in the scores from 90-
100. Thus, the overall level academic performance was described as "very satisfactory"
corresponding to the final average of 85.93.
Bratti and Staffolani (2002) observed that the measurement of the students’ prior
educational outcomes or performance is the most important indicator or determinant of
the students’ future scholastic performance.
Table 3
Test of Significant Relationship between Viability of Homework and Students’
Scholastic Performance
Findings
N 30
Pearson r - 0.111
p - value 0.560
Decision Accept H0
Interpretation Insignificant Correlation
26
Table 3 shows the test of significant correlation between viability of homework and
students' scholastic performance. The null hypothesis which stated that there was no
significant correlation between viability of homework and students' scholastic
performance was tested at 0.05 level of significance using a sample correlation
coefficient r. As illustrated in the table, Pearson r = - 0.111 and p- value = 0.560. Since
p-value is greater than the level of significance a=0.05, the null hypothesis is accepted.
Hence, there is no significant correlation between efficacy of homework and students'
academic performance.
Homework can also result in less active learning, a type of learning that occurs in
context and encourages participation. Active learning promotes the analysis and
application of class content in real world settings. Homework does not always provide
these opportunities, leading to boredom and a lack of problem-solving skills
(Anonymous, 2016).
27
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the findings, and the conclusions and
implications drawn from the analyzed data. Also covered in this section are the
recommendations which the researchers offer as valuable output of this study
Summary of Findings
This study made an effort to find out the viability of homework and students'
scholastic performance.
Analyses and interpretation of the data yielded the following salient findings.
1. Table 1.1 shows the status of viability of homework and students scholastic
performance in terms of cognitive comprehension. It is revealed that item number
5, "I understand the topic first before I answer" was ranked first among the five
(5) statements indicators presented with a weighted mean of 4.5 and SD of 0.85
and interpreted as "very satisfactory". Next in rank was item number 2, "I use my
higher order thinking skills" with a weighted mean of 3.8 and SD of 0.78 which
was interpreted as "satisfactory". Occupying the last rank was item number 1, "I
do homework without plagiarizing others answer" with a weighted mean was 2.9
and SD of 0.32 which was interpreted as "fair". Therefore, the overall weighted
mean was 3.72 and interpreted as "very satisfactory". These results proved that
the students' viability of homework in terms of cognitive comprehension is very
satisfactory.
28
2. Table 1.2 presents the response of the viability of homework in terms of skill
enhancement. It is revealed that item number 3, “I deepen my knowledge of
context by doing homework” was ranked first among the five (5) statements
indicators presented with a weighted mean of 4 and SD of 1.05 and interpreted
as "outstanding". Next in rank was item number 2, "I enhance my self-regulatory
skills by doing homework" with a weighted mean of 4.5 with a SD of 0.85 and
interpreted as “satisfactory”. Third in rank is item number 4,"I use my researching
skills to reason out my answers on homework" with a weighted mean of 4.5 and
a SD of 0.53 which is interpreted as "very satisfactory". Fourth in rank is item
number 5, “I used my homework as a tool to enhance my confidence and
interpersonal skill” with a weighted mean of 4.2 and a SD of 0.63 which
interpreted as “very satisfactory”. Last is the item number 1, "I adapt to new
learnings in doing homework" with a weighted mean of 4.1 and a SD of 0.87
which interpreted as “very satisfactory”. Therefore, the overall weighted mean
was 3.93 and interpreted as “outstanding”. In other words these results proved
that the viability of homework in terms of skill enhancement is outstanding.
3. Table 1.2 presents the response of the viability of homework in terms of skill
enhancement. It is revealed that item number 3, “I deepen my knowledge of
context by doing homework” was ranked first among the five (5) statements
indicators presented with a weighted mean of 4 and SD of 1.05 and interpreted
as "outstanding". Next in rank was item number 2, "I enhance my self-regulatory
skills by doing homework" with a weighted mean of 4.5 with a SD of 0.85 and
interpreted as “satisfactory”. Third in rank is item number 4,"I use my researching
skills to reason out my answers on homework" with a weighted mean of 4.5 and
a SD of 0.53 which is interpreted as "very satisfactory". Fourth in rank is item
number 5, “I used my homework as a tool to enhance my confidence and
29
interpersonal skill” with a weighted mean of 4.2 and a SD of 0.63 which
interpreted as “very satisfactory”. Last is the item number 1, "I adapt to new
learnings in doing homework" with a weighted mean of 4.1 and a SD of 0.87
which interpreted as “very satisfactory”. Therefore, the overall weighted mean
was 3.93 and interpreted as “outstanding”. In other words these results proved
that the viability of homework in terms of skill enhancement is outstanding.
4.
Conclusions
Based on the findings derived from this study, the researchers formulate the
following conclusions:
1. The overall status of viability of homework is finally assessed as very satisfactory
which is substantiated by its two sub variables namely cognitive comprehension
and skill enhancement.
2. The overall level of scholastic performance of the Grade 12 HUMSS students
was generally found to be very satisfactory.
3. The result of this study shows that there is no significant correlation between
viability of homework and students' scholastic performance.
Recommendations
Based on the findings, conclusions and implications, the following recommendations
are advanced:
1. Students must exert effort and time for a good result on their homework.
2. Students should be well on their way to becoming independent learners and not
tolerate themselves to be dependent to others.
30
3. Teachers should assess the students' homework to recognize if the student is
performing well.
4. School administration should facilitate the students who are low on their
cognitive ability, and provide exercises to enhance brain learning.
5. Further studies must be conducted with inclusion on some other factors and
covered in the present study.
31
References
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https://www.scholastic com/teachers/articles/teaching-content/homework-why-it-
important
Anonymous (2016). HOW DOES HOMEWORK AFFECT STUDENTS?
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https://www.oxfordlearning.com/how.does-homework-affect-students/
Arshavaskiy (2018). The Learning Theory of Cognitive Development In eLearning.
https://elearning industry.com/learning-theory-of-cognitive development-

eLearning
Bandura (1993). Albert Bandura: Self Efficacy for Agentic Positive Psychology
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https://positivepsychologyprogram.com/bandura-self-efficacy/
Bang et al. (2009). The Importance of homework in determining immigrant students
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Retrieved on April 26, 2022 from
DOI: 10.1080/00131880802704824
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Bishop (2008). 10 Benefits of Homework.
https://teachingmoments.typepad.com/my_weblog/2008/10/10-benefits-of-
homework.html
Canale (1987). The Measurement of Communicative Competence. Annual Review of
Applied Linguistics.
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Chacon (2013). Why Life Skills Are Important for Your Career?
https://www.workitdaily.com/career-life-skills/
Cheprasov (2018) What is a Correlational Study? - Definition & Examples
Retrieved on from February 10, 2022 from
https://study.com/academy/lesson/what-is-a-correlational-study-definition-
examples.html
Class (2018). Does homework help to improve academic achievement?
https://baltimorepostexaminer.com/homework-help-improve academic-
achievement 2018/04/11
33
Danili & Reid (2006). Cognitive factors that can potentially affect pupils' test
performance.
https://pubs.rsc.org/en/content/articlelending/2006/rp/b5rp900161#divAbstract
Dean, et al. (2012). Classroom instruction that works: research-based
strategies for increasing student achievement 2nd ed. Alexandria: ASCD.
https://eric.ed.gov/?id=ED535712
Epstein & Voorhis (2001). More than Minutes: Teachers' Roles in Designing
Homework, Educational Psychologist.
DOI: 10.1207/S15326985EP3603_4
Gibson (2014). Cognitive Learning: How to Develop Your Thinking Skills.
https://blog.udemy.com/cognitive-learning/
Kirby (2010). Student homework assignments also teach life skills.
https://www.daytondailynews.com/news/local/student-homework-assignments-
also-teach-life-skills/WBIXEBnNit5VK60gVpyFPM/
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Kowalczyk (2013). Descriptive Research Design: Definition, Examples & Types.
https://study.com/academy/lesson/descriptive-research-design-definition-
examples-types.html
Lohmann (2014). What's the Purpose of Homework?
https://www.psychologytoday.com/us/blog/teen-angst/201411/what-s-the-
purpose-homework
MDSCHOOL (2017). What is Homework?
http://md-school net/2017/09/20/what-is-homework/
Maulion (2018). Why it's important to Do Your Homework Regularly?
https://blog.edukasyon ph/senior-high/why-its-important-to-do-your-homework/
Michelon (2016). What are Cognitive Abilities and skills, and How to Boost Them?
https://sharpbrains.com/blog/2006/12/18/what-are-cognitive-abilities/
Moraru (2016). What is your personal understanding of Academic Performance?
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https://www.researchgate net/post/What_is_your_personal_understanding_of_Ac
ademic_Performance
Morrall (2018). What is academic performance?
https://www.quora.com/What-is-academic-performance
Newcombe (2019). The Importance of Homework.
http://www.earlychildhoodeducation.co.uk/importance-homework.html
National Institute for Reading (2001). What is Comprehension and why is it important?
http://www2. nefec.org/learn/teacher/elementary/comprehension/research/whatls.
Html
Parungao (2015). The Importance of Homework.
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pampanga/20150711/281659663714884
Pressley (2000). What is comprehension and why it is important?
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Ramdass & Zimmerman (2011). Developing Self-Regulation Skills: The Important
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36
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Ritter & Mostert (2016). Enhancement of Creative Thinking Skills Using a Cognitive-
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38
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homework-students-brains-learning
39
APPENDIX A
QUESTIONAIRE
Republic of the Philippines

DEPARTMENT OF EDUCATION
ZAMBOANGA DEL SUR NATIONAL HIGH SCHOOL
Senior High School
Santa Maria, Pagadian City
Zamboanga del Sur, Philippines
Viability of Homework and Students' Scholastic Performance
Name:_________________________ Section:__________
Objective: To rate the perceptions of the respondents that can hopefully benefit the data
of our study.
Directions: Please check (✔) and rate yourself honestly based on what actually you do
given the statement using the following scales:
5- Always 4- Oftentimes 3- Sometimes 2-Rarely 1-Never
VIABILITY OF HOMEWORK
I. Cognitive Comprehension 5 4 3 2 1
1. I do my homework without plagiarizing

others answer.
2. I use my higher order thinking skills to

answer my homework.
40
3. I answer in a clear and concise way in
writing homework.
4. I brainstorm ideas before i answer my

homework.
5. I understand the topic first before I

answer.
II. Skill Enhancement
1. I adapt to new learnings in doing

homework.
2. I enhance my self-regulatory skills by

doing homework.
3. I deepen my knowledge of context by

doing homework.
4. I use my researching skills to reason

out my answers on homework.
5. I use homework as a tool to enhance

my confidence and intrapersonal skills
41
Senior High School
April 19, 2022
JERYL M. CASILAO EdD.

School Principal II
Dear Madam;
We, the graduating students of Zamboanga del Sur National High School- Senior
High from Humanities and Social Sciences strand Grade section Voltaire, are currently
conducting a research study entitled “THE VIABILITY OF HOMEWORK AND
STUDENTS’ SCHOLASTIC PERFORMANCE” aiming to determine the extent of
viability of homework and its effects on the scholastic performance among Zamboanga
del Sur National High School- Senior High- Humanities and Social Sciences students of
the said institution located at Sta. Maria District, Pagadian City, in partial fulfillment of our
subject in Research Project for this academic year 2021-2022.
In connection with this, we would like to ask permission from your kind office to
allow us to conduct the said study in this institution through survey from the stated target
of respondents above.
Your approval on this matter would be highly appreciated. Thank you and God
bless!
Yours truly,
PEACH LEIGH U. MONSION

Research Group Leader
Noted By: Approved by:
42
DARYL M. ALVIZ JERYL M. CASILAO, EdD
Research Adviser School Principal II

Senior High School
April 19, 2022
To whom it may concern;
Greetings!
In connection with this, we would like to ask permission to allow us to perform our
survey to your students to attain the extent of viability of homework in your classroom
Your approval and cooperation for this request would be highly appreciated.
Thank you and God bless!
Yours truly,

Noted By:
DARYL M. ALVIZ
Research Adviser
43
Senior High School
April 19, 2022
To whom it may concern;
Greetings!
In connection with this, we would like to ask permission from you to allow us to
have you as our respondents for this study.
Your approval and cooperation for this request would be highly appreciated.
Thank you and God bless!
Yours truly,

Noted By:
44
DARYL M. ALVIZ
Research Adviser
45

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THE VIABILITY OF HOMEWORK AND STUDENTS’ SCHOLASTIC

A Research Presented to the

Monsion, Peach Leigh

THE PROBLEM AND ITS SCOPE

significant impact on their academic achievement.

Mdschool (2017) defined homework as out-of-class tasks assigned to students as

an extension or elaboration of classroom work. It is the school work that a student is

required to do at home. Assigning homework serves various educational needs. It

reinforces work done in school. In addition, it fosters student initiative. Independence

problems to complete in their own. Preparation assignments/homework help students

required to do background research on a topic to be discussed later in class.

which include science fair projects and term papers.

Homework is a significant part of classroom learning. It aids in the cementing of

knowledge (Newcombe, 2019). Furthermore, others claim that homework serves a

assessments, for example. It aids in the reinforcement of what is taught in the

classroom. It allows parents to participate actively in their children's education. It also

completion, and accountability. What's more crucial is that students be able to

Doing homework, according to Maulion (2018), fosters discipline by allowing

impeding a student's social development.

The deficit or needs of students in terms of homework viability will be

homework viability and students’ scholastic achievement among Grade 11 HUMSS

become more effective learners at school and in the community. Furthermore, for

Statement of the Problem

School-Senior High School, Pagadian City, academic year 2021-2022

Specifically, it seeks to answer the following questions:

1. To what extent the student’s viability of homework in terms of:

1.1 cognitive comprehension; and

1.2 skill enhancement?

3. Is there a significant relationship between the viability of homework and

student’s scholastic performance?

The following will be tested at 0.05 level significance. H o: There is no significant

correlation between the viability of homework and student's scholastic performance.

Significance of the Study

performance as it merits to the following individuals:

intellectual retention and skills acquisition.

in developing their performance through schoolwork.

aspects that influence the students' scholastic performance.

they will surely need in their future studies.

Scope and Delimitation of the Study

area of educational research.

to the scholastic performance.

Research Locale/Timeline. This research will be conducted at Zamboanga del Sur

City, Zamboanga del Sur on June 2022.

enrolled in the school year 2021-2022.

student's scholastic performance since it involves description, analysis, and

interpretation of facts that existed.

according to their conceptual and operational definitions:

Scholastic achievement. Is the extent to which a student or institution has achieved

either short or long term educational goals.

positive decision making in many ways

Scholastic performance. Is the measurement of student achievement across various

The relationship between the viability of homework, such as cognitive

comprehension and skill enhancement, as independent variables and its effect on

scholastic performance as dependent variables is visualized in Figure 1.

to the people’s beliefs about their capabilities to produced designated levels of

motivational, affective, and selection processes (Bandura,1993)

Figure 1. Schematic Diagram of the Study

REVIEW OF RELATED LITERATURE

responsibility perseverance, and time management (Epstein & Voorhis, 2001)

of homework processes have been conducted, mainly to clarify the importance of

homework for students' academic achievement (Valle et al., 2015)

According to Turtenwald (2018), each day, especially in the higher grades,

diligently do their homework in hopes of improving or maintaining grades. Even though

an improvement in home-school involvement and parent-child relationships having