CHAPTER I

RESEARCH BACKGROUND

Homework is a given task by the educators assigned to their learners to be completed

outside the classroom. It is the time students spend working on assigned tasks outside of class. It

is used to help pupils develop the independent study abilities that enhanced pupils learning. But

there are many arguments about homework, such as whether it helps the progress and

development of students’ learning or whether it has no significance to them. This incident needs

a clear explanation through examining the views and experiences of the students in order to

better clarify whether homework actually makes sense in the students’ academic performance.

Studies have shown that homework has a significant impact on students’ academic

performance or not. Homework is an important part of a child’s education and can add a lot to

the development of a child. Proponents and opponents are making arguments in support of their

views on the need and value of homework in the growth of students and the creation of

knowledge. (Shakil et al, 2020).

From the student perspective, homework should have obvious and measurable benefits.

Success in high school and college is dependent on the student’s ability to study effectively and

efficiently. Students get a sense of responsibility and accomplishment when homework is

finished. This sense of accomplishment is even further enhanced since the student learns to

complete things on their own. Homework, therefore, encourages and builds self-discipline in

students Oak (2009) and Booth (2010). In contrast, homework enabled students to acquire

knowledge, developed learning skills, and increased academic achievements. Also, it promoted

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student’s collaborative skills and speaking between teachers and students for homework

clarification.

Research said that homework is an important and valuable component of learning. It

teaches the students important life skills that they will need to apply even when they become

working adults, especially time management, prioritizing work, as well as values, namely

responsibility and self- discipline. By doing homework, they will start to develop time

management. They will start to allocate their time for leisure pursuits and completing their

homework. Through this, the students will be able to learn the value of self-discipline as they try

to refrain themselves from playing until they have completed their assignments. They will also

develop a sense of responsibility by knowing the need to finish homework in time and

contributing to group work or projects. If homework is not given at all in school, when students

enter the working life, they will not be adapted to the heavy workload and deadlines set by their

bosses.

However, research has shown that the overloading of homework causes students not only

to neglect school interests, but also to fatigue physically and emotionally (Copper 1994). It also

affects students’ homework behaviors and does not achieve good learning outcomes. Warton

(2001) notes that homework influences the emotional effects of young children and causes

tensions with their parents. In some circumstances, students do not want to do homework

because they do homework to meet their teachers’ requirements. (Paudel, 2012)

To sum up, this study will be conducted in order to know what is the impact of homework

to the academic performance. This study will be going to evaluate if there’s a significant

relationship between homework and academic performance of students. The overall purpose of

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this study is to determine the perspectives of students on homework and its effectiveness on their

academic performance based on their views and experiences.

1.1 Theoretical Frameworks

This particular study was supported by the theories below;

Cognitive Development Theory

Piaget's (1936, 1950) theory of cognitive development explains how a child constructs a

mental model of the world. From his observation of children, Piaget understood at children were

creating ideas. They were not limited to receiving knowledge from parents or teachers; they

actively constructed their own knowledge Piaget’s work provides the foundation which

constructionist theories are based. Constructionists believe that knowledge is constructed and

learning occurs when children create products or artifacts. They assert that learners are more

likely to be engaged in learning when these artifacts are personally relevant and meaningful

(Zhou & Brown, 2017).

Cognitive development theory suggests that homework can help children develop their

cognitive abilities by providing an opportunity to practice and internalize learned skills.

The Experiential Learning Theory

Experiential Learning Theory “provides a holistic model of the learning process and a

multi-linear model of adult development” (Baker, Jensen, & Kolb, 2002, p. 51). In other words,

this is an inclusive model of adult learning that intends to explain the complexities of and

differences between adult learners within a single framework. The focus of this theory is
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experience, which serves as the main driving force in learning, as knowledge is constructed

through the transformative reflection on one’s experience (Baker, Jensen, & Kolb, 2002).

Experiential learning theory suggests that knowledge and understanding are best acquired

through active, hands-on experiences. Homework is a form of experiential learning, in which

students apply their learning through activities such as problem solving, writing essays, or

completing research projects.

Behaviorism Theory

Behaviorism is primarily concerned with observable and measurable aspects of human

behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that

result from stimulus-response associations made by the learner. Behavior is directed by stimuli.

An individual selects one response instead of another because of prior conditioning and

psychological drives existing at the moment of the action (Parkay & Hass, 2000).

Behaviorism Theory suggests that people learn through reinforcement and punishment.

Therefore, in the context of homework, the idea is that if students receive positive reinforcement

(such as praise or rewards) for completing their homework, they are more likely to continue to

do so. On the other hand, if students receive negative reinforcement (such as punishments or

criticism) for not completing their homework, they are less likely to continue to do so.

1.2 Conceptual Framework

The study focused on the perceptions of the effects of homework on the academic

performance of Mindanao State University – Lanao del Norte Agricultural College High School

Students.

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 The schematic diagram in Figure 1 shows three variables: the first is the effects of homework

(an independent variable), the second is the students’ attitude and perception on homework

(another independent variable, but related to the first variable), and the third is the students’

academic performance (a dependent variable).

Effects of Homework
ACADEMIC
PERFORMANCE

Students Attitude and

Perception on Homework

Figure 1: Schematic diagram showing the

Homework perception and academic performance

1.3 Statement of the Problem

This study generally aimed to examine the perceptions and attitudes of the students

towards homework, and how these perceptions and attitudes affect their academic

performance.

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 Hence, this study sought to answer the following questions;

1. What are the respondents’ perception and attitude on homework?

2. Is there a significant impact of homework to the academic performance of respondents?

1.5 Research Hypothesis

Ho – There is no correlation between homework and academic performance among students.

Ha – There is correlation between homework and academic performance among students.

1.5 Significance of the Study

Students have varied perception and views about homework and its effect to their academic

performance. This study looks into the clarification about the significance of homework on

students’ learning on the Grade – 7 to Grade – 10 students.

The findings of this study may be useful to:

Teachers. The findings of the study were beneficial to teachers, this may also give them basic

understanding of the advantages of employing new teaching approaches, so as to fit their

teaching styles to their pupils learning, retention, potentials, and capabilities.

Students. This study may provide an opportunity to evaluate their homework problems and

attitude, given their strengths and weaknesses which can help their homework performances.

Parents. They will be reminded of their responsibilities as partners of the school in giving

encouragement, moral support, and supervise the learning of their children

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School Heads. This study may help them reprogram or plan their administrative and supervisory

of any activities. Eventually, the pupils who are the ultimate recipients of school benefits may be

aided since their homework problems in Mathematics are given effective remedies by the school

authorities.

1.6 Scope and Delimitations

This study will focus on the perception of effects of homework on students’ academic

performance in Mindanao State University – Lanao del Norte Agricultural College. It will focus

on students in grade 7 - 10, and will consider the effects of both quality and quantity of

homework on students’ academic performance based on students’ experience. This study also

includes the respondents’ profile in terms of their grade level, gender, and age. However, this

study will not consider the effects of any other types of learning activities, such as extracurricular

activities or independent study, on students’ academic performance. Additionally, this study will

not consider the effects of homework on students’ social and emotional aspects. In spite of that,

this study will not consider any external factors, such as family dynamics or economic status,

that may affect students’ academic performance.

1.7 Definition of Terms

Homework. is any task assigned by school teachers intended for students to carry out during
non‐ school hours. (Cooper et al, 2006, pg 1 cited in NSW DEC Homework Policy) In this study,
homework is where the attitude of students can be measured, as well as their views and
perceptions on it.

Academic Performance is the extent to which a student, teacher, or institution has attained their
short or long-term educational goals and is measured either by continuous assessment or

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cumulative grade point average (CGPA) (Tadese et al., 2022). In this study, academic
performance is the result of how students valued homework.

Motivation is the attitude of a students that affect their performance on doing homework.
(Reeve, 2015). In this study, students' motivation for doing homework can vary from person to
person. Some common motivations for completing homework can include the desire to learn, for
good grades, improve skills, for rewards, and the need to please parents or teachers.

Attitude. An altitude is a mental and neural stale of readiness, organized through experience,
exerting a directive or dynamic influence upon the individual’s response to ill objects and
situations with which it is related (Allport, 1935). In this study, attitude is the characteristic of
students that is affected by homework. It also represents how they feel about how homework
affects their academic success.

Perception. Perception has sometimes been defined as “the consciousness of particular material
things presents to sense (Angell, 2010). It is awareness of the elements of environment through
physical sensation. In this study, perception is the views on students on how they define and
illustrate the effects of homework on their academic performance.

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 CHAPTER 2
Review of Related Literature

2.1 Homework Styles and Influences

Homework is seen as a connection between school and home. It is a way for students to

show what they know and for them to practice mathematical skills. Unfortunately, homework

will not be beneficial for a student if it is not completed, or is completed with low accuracy,

Bassler, Burow, and Hoover- Dempsey from Vanderbilt University, studied 69 parents of first-

through fifth- grade students through an interview. They found that a strong influence of

homework achievement was the student’s understandings and view of the students’ own abilities.

The study included structured homework activities and varied homework tasks. Bassler et al.

also state that, “parents’ and children’s approaches to homework seem to be in place by the

middle elementary grades”. This could lead to the understanding that homework may not be

influenced by the styles but more by the influence of home routines and priorities already set.

This may be true for some classes that are studied, but when looking at an overview of my sixth

grade classroom I hypothesize that better understanding would have a direct positive (Larson,

2011).

2.2 Students’ Interest and Attitudes

A major factor in homework completion is students’ attitudes and interest. There are a

variety of factors that influence a student’s attitude and interest. One factor would be anxiety.

Hancock (2001) did a study on achievement and motivation of students. The students were tested

to see their levels of achievement and motivation, and another to test their anxiety levels. The

study showed that there not a high correlation between anxiety, achievement, and motivation. In

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general, students who are characteristically test anxious are not more or less motivated to learn

than are students who are not predisposed toward test anxiety. The study was done with students

that are at a higher level of education and are naturally more motivated to learn. Copper et, al.

(2001) found that, student’s attitude toward homework was unrelated to classmate norms,

student ability, and home and community factors but related positively to parent’s attitude

toward homework. This directly ties to the research being conducted. They go on to say, Positive

parent attitudes toward homework not only predicted amount of parent facilitation but also

directly related to student’s attitude toward homework. If the parents can influence homework to

such a great degree, then one would naturally hope that the student’s personal motivation from

the classroom would also a play a role in homework completion.

2.3 Investigating Gender Differences on Homework in Middle School

Recent studies [10, 23] using US nationwide databases showed high school boys spent

significantly less time doing homework than girls, based on their responses to questionnaires and

surveys. To investigate gender differences in homework in middle school, in this paper, we

analyzed computer log data and standardized test scores of more than 1,000 7th grade students

who participated in a large-scale randomized controlled online homework efficacy study.

Students used the Assessments’ platform to do their homework for a school year. Our results

suggested no significant difference between the time the two genders spent on homework

overall. There was a marginally significant difference on homework time between genders in the

high performing group only. When examining the system-student interaction data, we found

significant difference between boys and girls in their help- seeking behaviors. In addition, we

found out that boys have benefited from the online homework intervention more than girls

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2.4 Homework and academic achievement: A meta-analytic review of research

The main purpose of this study was to determine the effect of homework assignments on

students’ academic achievement. This meta-analysis sought an answer to the research question:

“What kind of effect does homework assignment have on students’ academic achievement

levels?” In this research, meta-analysis was adopted to determine the effect of homework

assignments on students’ academic achievement. The effect sizes of the studies included in the

meta-analysis were compared with regard to their methodological characteristics (research

design, sample size, and publication bias) and substantive characteristics (course type, grade

level, duration of implementation, instructional level, socioeconomic status, and setting). At the

end of the research, it was revealed that homework assignments had a small effect size (d =

0.229) on students’ academic achievement levels. Lastly, it was seen that there was not a

significant difference with

regard to the effect sizes of the studies with respect to all variables, except the course type

variable in the research.

2.5 The effects of Homework on Students’ Motivation and Achievements

The purpose of this research is to determine if the manner of assessing homework is

associated with student motivation and student achievement. Two sections are assigned the same

homework problems. The assignments in one section were submitted and assessed for a grade.

The other section did not submit the assignments but took homework quizzes that were random

problems taken from the homework assignment. Interventions were carried out in both groups to

enlighten students as to the purpose and benefits of completing their daily homework. Some of

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the interventions were discussing homework protocol, encouraging study groups, scheduling

after-school help sessions, ongoing contacts with parents, and distributing chapter syllabi. To

determine homework beliefs and practices students and their parents completed surveys. Also,

researcher teacher- student interviews were conducted to elicit insight into student beliefs and

attitudes about homework. To triangulate the study, the researcher kept a journal to record

observations, student comments, after-school attendance, types of homework questions, and

homework attempts/completion. The researcher/teacher was able to draw some important

connections between methods of assessing homework or student motivation and achievement

(Booth, 2010).

2.6 Homework and Pupil Attitude

There is a limited body of research on pupil’s attitudes to homework. On the whole, pupils

have positive attitudes to homework, and feel it is important in helping them to do well at school.

Positive attitudes to homework are associated with positive attitudes to school. The limited

research into pupils’ references indicates that pupils dislike being set routine homework task

(such as finishing off class work) which do not contribute to their learning. They prefer

interesting. Challenging and varied tasks that are clearly defined and have adequate deadlines.

Pupils’ attitudes to homework appear to be related to characteristics such as age and cultural

background. Several recent studies show that girls are more willing to spend time on homework

than are boys. There are contradictory findings regarding the relationship between amount of

homework and pupil attitudes. The suggestion that setting homework for primary-age pupils

instills positive attitudes towards studying has received very little attention in the research

literature (Blazer, 2009).

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2.7 What Students Say About Homework – Views from a Secondary School Science

Classroom in Trinidad and Tobago

Students’ experiences with homework started the moment they enter the schooling system,

yet very little is known about how students view homework. In this work, science students’

views of homework, and the factors or experiences that have influenced their views of

homework are explored. The participants for this work were 34 secondary school science

students in their fourth year of secondary schooling. A Likerttype questionnaire was used to

gather data on students’ views about homework and a semi-structured interview was used to

explore what xpedx/or factors have influenced their views. The results indicate that the majority

of students perceived homework to be an unnecessary chore from which no meaningful learning

emerged, and they suggested that teachers are inconsistent about collecting and marking

homework, and that sometimes the homework tasks are either regurgitation, irrelevant to the

current class topic or overly challenging and thus, beyond what is covered in classroom learning

(Sharma, A. & R., 2016).

2.7 Effects of Homework on Student Academic Achievement: A Descriptive Study

While mining and searching for the effect of homework on student academic achievement,

the author found thousands of electronic studies, articles, and books written around the effects of

homework on student academic achievement. No descriptive study can gather all that is

published, found, discussed and argued. Though, from the chosen sample of the selected articles

13
and books, the writer concludes that the homework affects the student in a multidimensional

way, positively and negatively, depending on its quality and quantity, and it is difficult to focus

and discuss one effect (like academic achievement) without involving or revealing further

consequences (like sleep deprivation) or outcomes (like isolation).

CHAPTER 3
Research Methodology

Research Design

The research design of this study is descriptive or survey research. It is defined as a method of

gathering information that involves asking questions and collecting data to describe a population

or phenomenon (Mertens, 2005). Using surveys or descriptive methods is needed to collect data

for this study. The survey will ask students about their attitude towards homework and how it

affects their academic performance.

Research Environment

The Mindanao State University Lanao del Norte Agricultural College (MSU-LNAC) is

located in the municipality of Sultan Naga Dimaporo, Lanao del Norte, in the southern

Philippines. This college is part of the Mindanao State University system, which is one of the

leading universities in the Philippines. MSU-LNAC is situated in a rural area with a large

farming community, providing students with access to a variety of agricultural resources. The

college offers academic programs in agricultural sciences, agribusiness, food technology, and

animal science. MSU-LNAC also provides extension services to local farmers, helping them to

increase crop yields, improve soil fertility, and adopt new technologies. With its rural location

and agricultural focus, MSU-LNAC is an ideal place to study agriculture in the Philippines.

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Figure 2. Location map of the research area of Mindanao State University – Lanao del Norte
Agricultural College, Ramain, Sultan Naga Dimaporo, Lanao del Norte
Respondents of the Study

As agreed with the panel and the researchers of the study, the respondents of this study will

be the Junior High School students of Mindanao State University – Lanao del Norte Agricultural

College who were officially enrolled for the school year 2022-2023. This study will use the

sampling method where the eighty (80) respondents who are in grade 7-10 level.

Research Instrument

The researcher will use an adapted questionnaire, this questionnaire is retrieved from:

Songsirisak, Prommin & Jitpranee, Jutharat. (2019). And it consisted of three parts wherein the

Part I talked about respondents’ demographic profile while the Part II and Part III indicated

students' perception towards homework and effects of homework on students' learning

achievements. It will also use scoring guidelines that determine the corresponding range, scoring

scales, and verbal interpretation from respondent’s responses.

Rating Scores Response Option Scale Verbal Interpretation

15
 Students’ Perception Towards Homework
1.00-1.82 Strongly Disagree 1 Highly Negative

1.83-2.65 Disagree 2 Negative

2.66-3.48 Moderately Disagree 3 Moderately Negative

3.49-4.31 Moderately Agree 4 Moderately Positive

4.32-5.14 Agree 5 Positive

5.15-6.00 Strongly Agree 6 Hugh Positive

Effects of Homework on Students’ Learning Achievements

Rating Scores Response Option Scale Verbal Interpretation

1.00-1.82 Strongly Disagree 1 Highly Negative

1.83-2.65 Disagree 2 Negative

2.66-3.48 Moderately Disagree 3 Moderately Negative

3.49-4.31 Moderately Agree 4 Moderately Positive

4.32-5.14 Agree 5 Positive

5.15-6.00 Strongly Agree 6 Hugh Positive

Sampling Method
Stratified sampling is a sampling technique used when a population is divided into distinct

subgroups or strata, and the goal is to select a representative sample from each stratum. In our

study, we will use stratified sampling to ensure that our sample of high school students is

representative of the population as a whole. We will divide the population into distinct groups

based on their grade level. We will then randomly select both 10 male and female students to

ensure that our sample is representative of the population.

Data Gathering Procedure

The researcher will ask permission through a letter signed by the researcher’s adviser to the

school principal, the researcher will prepare the questionnaire which will be divided into two

parts, first part will include the socio-demograph8c profile of our respondents. The second part

will include the questions about their perception and attitude on homework. The researchers will

16
give instructions to the respondents for them to be guided about the purpose of the questionnaire.

The respondents of the study will be purposively chosen by the researchers. The statistical tool

will be employ in this study to have an accurate analysis and interpretation, the data gathered

will be tallied, tabulated, analyzed, and interpret.

Start
Distribute the
Sought Ask
Draft and questionnaire Retrieve the
approval permission
validate s to the questionnaire
from school from selected
questionnaire respondents s
principal respondents
to gather data.

End

Analyze and
Finalize the
interpret the
paper drafts.
results

Figure 3. The Flowchart of Data Gathering Procedure

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Data Analysis

Data gathered were analyzed by purely descriptive means based on the variables mentioned

in th3 different components of the study. To make accurate interpretation of the data gathered,

the following statistical tools were utilized.

1. Frequency and/or Percentage Distribution. This was used to determine the

respondent’s profile such as Age, Gender, and Grade Level.

2. Weighted mean. This was used to determine the perception of respondents on effects of
homework on their academic performance.

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