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THE SIGNIFICANT EFFECTS OF GIVING HOMEWORK TO THE

DAILY LIVES OF GRADE 12 SENIOR HIGHSCHOOL STUDENTS ON

COLEGIO DE SAN PEDRO

S.Y 2019-2020

A Senior Highschool Graduates thesis presented to:

Mr. Fausticoe V. Galvez

Of Colegio de San Pedro

Casamiento, Erickson

Distrajo, Warren

Rubio, Margaretrose

Siervo, Ramieces

Tayo, John Ivan


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ACKNOWLEDGEMENT
Foremost, we would like to express our deepest gratitude to our adviser Mr. Fausticoe V.
Galvez for the continuous support for our research project, for your patience, motivation,
enthusiasm, and immense knowledge. His guidance helps us in all time of our research and in
writing of this thesis. We could not have imagined having a better advisor and mentor in our
thesis project.
We would like to thank also our family who always support us in doing this project.
And to our Lord Jesus Christ, thank you for all, because everything was happened according
to Your plan and finally we finished this thesis, thank you for the knowledge and wisdom
you always give us in doing this research and also for the guidance to make through and push
our limits to make it possible and successful thank you for all the people behind this thesis
project, we owe every one of you so much. Thank you
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Colegio de San Pedro


Phase 1A, Pacita Complex, San Pedro City, Laguna

Table of Contents

CHAPTER 1: The problem and its background

Introduction………………………………………………………….1
Background of the study…………………………………………….
Statement of the problem……………………………………………
Theoretical framework………………………………………………
Conceptual Framework……………………………………………...
Hypothesis…………………………………………………………...
Significance of the study…………………………………………….
Scope and Limitation………………………………………………..
Defenition of terms…………………………………………………..

CHAPTER II: Review of literature

Foreign Literature……………………………………………………
Local Literature……………………………………………………...

CHAPTER III: Methodology


Research Methodology……………………………………………...
Research Design……………………………………………………..
Respondents of the study……………………………………………
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Chapter 1

The Problem and Its Background

Introduction

Currently, we live in a world where education is very useful and vital. When you

finish your studies, it's easy to get a job that suits to your profession but if not, your life

become miserable. Majority of us believe that “ Education is the key to success”. Education

give us the dream life that we want. Homework has been a big factor on our studies. It has

been a controversial educational tool used as an attempt to evaluate and enhance student

learning. This test every students if they're all understand the concept of every lessons.

Many teachers and parents believe that homework helps student build study skills and

review concepts learned in school. On the other hand, other see homework as disruptive and

unnecessary, leading to burnout and turning students off to school and tend students to not do

their household chores because of too much paying attention on doing homework.
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Background of the Study

The National PTA and the National Education Association support the “10-minute

homework guideline”—a nightly 10 minutes of homework per grade level. But many

teachers and parents are quick to point out that what matters is the quality of the homework

assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—

time on assignments. In class, teachers can make adjustments to support struggling students,

but at home, an assignment that takes one student 30 minutes to complete may take another

twice as much time—often for reasons beyond their control. And homework can widen the

achievement gap, putting students from low-income households and students with learning

disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too

much time on homework, there are real consequences to consider. As young children begin

school, the focus should be on cultivating a love of learning, and assigning too much

homework can undermine that goal.


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Statement of the Problem

This study aims to determine ways and strategies on how giving homework can

affects the daily lives of Grade 12 Senior High school students on Colegio De San Pedro.

Specifically, we strive to answer the following questions:

1. What is the demographic profile of the respondents in terms of their

• Age

• Gender

2. What is the most primary effect of giving homework towards to the daily lives of Grade

12 Senior High school students?

3. What are the pros and cons of giving homework towards ti the daily lives of Grade 12

Senior High school students? (Based on the gathered data)


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Theoretical Framework

This parts deal with the theories and concepts related to the study.

By the time they reach high school, students should be well on their way to becoming

independent learners, so homework does provide a boost to learning at this age, as long as it

isn’t overwhelming (Cooper et al., 2006; Marzano & Pickering, 2007). When students spend

too much time on homework—more than two hours each night—it takes up valuable time to

rest and spend time with family and friends. A 2013 study found that high school students

can experience serious mental and physical health problems, from higher stress levels to

sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013).

Homework in high school should always relate to the lesson and be doable without any

assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to

finish their homework at home, so incomplete homework may not be a true reflection of their

learning—it may be more a result of issues they face outside of school. They may be

hindered by issues such as lack of a quiet space at home, resources such as a computer or

broadband connectivity, or parental support (OECD, 2014). In such cases, giving low

homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high

school should be aware of how much homework other teachers are assigning. It may seem

reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three
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hours—far above a reasonable amount even for a high school senior. Psychologist Maurice

Elias sees this as a common mistake: Individual teachers create homework policies that in

aggregate can overwhelm students. He suggests that teachers work together to develop a

school-wide homework policy and make it a key topic of back-to-school night and the first

parent-teacher conferences of the school year.

Conceptual Framework

The concept of this study is focused on how giving homework can be a big factor to

the daily lives of the Grade 12 Senior High school students at Colegio De San Pedro

Academic S.Y. 2019-2020.

Independent Process Dependent

 Student- related  Survey An analysis of Giving

Factor  Data Gathering Homework that affects

 Daily lives  Data Analysis the student-related

factor.
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A conceptual paradigm of the Theoretical Framework

Hypothesis

Giving homework on the Grade 12 Senior High school students a have a significant

effects to their daily lives.

Significance of the Study

Students - This will help them realize how homework can be a factor in time

management on their daily lives. This can be a big help for them to balance their time

properly.

School Administrators- They will be more aware on how the homework can affects

the daily lives of the students and lessen the time bonding with their family and friends.

Parents -Because of this study, they can be aware on what are the possible effects of

overdoing homework to their child. They can use this study to learn on how to discipline

their child kn terms of managing their time.

Future Researchers - This study can become a reference or basis for them to gain

insights for what they are aiming to study. This will provide them the facts they need to

know.
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Scope and Limitation

This study is limited to the significant effects of giving homework to the daily lives of

a student. This study only focuses on the Grade 12 Senior High school students of Colegio

De San Pedro who are managing their time on doing homework and daily lives. Each student

will be given the same questionnaire and all the information that’s driven from this study will

be recorded.

Definition of Terms

Homework - work that a student is given to do at home. (n)

Vital - extremely important. (adj)

Disruptive - to cause (something) to be unable to continue in the normal way.

Burnout - the condition of someone who has become very physically and

emotionally tired after doing a difficult job for a long time. (n)

Hindered - to make (something, such as a task or action) slow or difficult. (v)


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Chapter 2

Reviews of Related Literature and Studies

Foreign Literature

MetLife (2007), stated that they polled 501 parents and found that 60 percent of

parents believed their children’s teachers assigned the right amount of homework; 25 percent

thought too little was assigned; and 15 percent thought too much was assigned. The MetLife

survey also reported that the majority of parents believed homework was important or very

important (81 percent) and that doing homework helped their children learn more in school

(89 percent). Parents who didn’t believe homework was important were more likely than

other parents to think their children were assigned too much homework; think homework was

just busywork; and report that the time their children spent doing homework got in the

way of their family spending time together.

According to the Associated Press-America Online (2006), they surveyed that 1,085

U.S. parents on their attitudes toward homework. Over half (57 percent) of parents reported

they felt the amount of homework assigned to their children was “about right;” 23 percent of

parents said their children were assigned “too little” homework; and 19 percent said their

children were assigned “too much” homework.

According to Johnson et al.,(2006), the 2006 Public Agenda survey of 1,379 U.S.

parents reported that 68 percent of parents said their children were getting “about the right

amount” of homework; 20 percent said their children were getting “too little” homework; and

11 percent said their children were getting “too much” homework. 50 percent of parents
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reported having serious arguments with their children over assignments where there was

yelling or crying. This frustration led to 22 percent of parents admitting to having done their

children’s homework themselves.

Foreign Studies

School Inspection Handbook (2015), stated that homework is a concept that has been

around for years and today is an expected requirement for schools. In order for a school to be

rated ‘Outstanding’ by Ofsted teachers must, under the descriptors for the quality of teaching,

learning and assessment. ‘Set challenging homework, in line with the school’s policy as

appropriate for the age and stage of pupils, that consolidates learning, deepens understanding

and prepares pupils very well for work to come'.

According to Eipstein and Van Voorhis (2001), homework is viewed highly by many.

Stating that it not only reflects on the success of the student, but also the success of the

school. In spite of this, attitudes towards homework are constantly changing, culminating in

the age old homework debate.


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Local Literature

Ron Kurtus (2012), stated that teachers often give assignments consisting of reading,

problem solving, or writing that the students must do after class—usually at home. Ideally,

the purpose of homework is to help reinforce what was taught in class. Sometimes its

purpose is to gather extra information beyond what was taught in class. Unfortunately, there

are some teachers who just don't understand the meaning of homework and give it as

something to keep the students busy.

According to Leppink (2010), the result of the study confirmed the role of homework

selection as a significant predictor to students’ homework motivation. This confirms that

properly selected homework as perceived by the Filipino students creates a great impact both

on their expectancy and value beliefs in homework accomplishment. Homework quality

when perceived by the students to be interesting, carefully selected and well prepared by the

teachers help students reinforce their beliefs on how they successfully perform in their

homework.

Trautwein & Ludtke (2007), stated that the present study further proves that

homework challenge perceived by the students negatively and significantly predicts students’

homework expectancy and value beliefs. This implies that Filipino students develop a

negative attitude on their ability to complete their homework every time they encounter too

difficult homework tasks. Likewise, homework that requires very high cognitive demand
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particularly if they are not aligned with the students’ level of expertise impedes students’

perception of the importance of homework.

Local Studies

Nichole Carr (2013), stated in her research article published in School Community

Journal, noted that the problem is not essentially in the homework itself as studies found

academic benefits in it. She pointed out that teachers tend to misuse it, that is, unadvised by

evidence-based practice, for instance, from not knowing that it is beneficial only to grades

seven through 12, not from kindergarten through grade six. Also according to him teachers

also tend to give similar homework to all pupils, instead of designing it to meet the specific

learning needs of each pupil. Knowing alone this demand for the correct use of homework

will motivate teachers not to give homework again.

Former Department of Education secretary Armin Luistro (2010), stated that even in

education, there are several outdated practices, which are largely based on theoretical myths,

which must be addressed to protect the physical and mental health of young children. One

myth is the idea of homework as a means for “parent-child quality time,” from which a lot of

assumptions can be questioned. First, daily homework adds to the child’s mental burden of

eight hours, just listening to her teachers at school. Any employee working full time knows

the mental and physical burden. He circular on “no weekend homework” policy in 2010

understood that pupils must be allowed “to enjoy their childhood.” In fact, “pupils must be

given ample time to be together in more enjoyable activities,” indirectly confirming that

homework is not an enjoyable activity. Second, parents assume that they send their children
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to school to learn the lessons at school and not go home and wait for a tutor. If the child

cannot retain the lessons taught, something must be wrong in the manner of teaching it.

If children desire to learn, even the “slow learners,” it is a bad teacher who cannot help

children learn in the classroom. Third, the myth of “quality time” in homework is nothing but

a myth. At the end of the day, an exhausted child and a worn-out parent can hardly create

“quality time” over homework. Perhaps, a nice and relaxing talk over ice cream will do far

better for both. In fact, Luistro affirmed that homework is a burden, removing “quality time

with their parents.” However, certain educators find a way to go around this approach by

attaching “conduct” elements with homework, still forcing the child to work at home. That is

unfortunate. Sometimes educators forget that graders do not need to function academically

like high school students.

According to Escudero filed House Bill (HB) No. 3611, which seeks to remove

homework as a requirement and have Kinder to Grade 12 students do academic activities

solely within school premises. “Homework assignments can deprive students and parents [of]

precious quality time for rest, relaxation, and interaction after schools hours and even on

weekend,” the bill’s explanatory note reads. The bill also seeks to prohibit students from

taking textbooks home in order to “lighten the physical burden of schoolchildren,” who,

Escudero said, often have to carry heavy bags due to schoolwork that has to be done beyond

the school. This will apply to Kinder to Grade 6 students.

According to Vargas filed HB No. 3883, which seeks to eliminate homework on

weekends for all elementary and high school students. This is so that students can “enjoy

their free time from the precisions of school during weekends and to be able to have a quality
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time with their family and friends.” Vargas, in his proposal, also cited a 2018 study that

featured discussions on a similar policy in a public school in Western Cape province in South

Africa. Vargas said scholars in South Africa had argued “that homework is a burden for

children and parents,” has caused the decline of family time, and even undermines learning

interest. HB 3883 seeks to “promote and protect the physical, moral, spiritual, intellectual,

and social well-being of the youth.” While DepEd welcomed the proposals, teachers groups

have slammed the proposed measures.

ACT national chairperson Joselyn Martinez stated that “We are not issuing

homework to burden our students. It is demanded of us by the K to 12 program, so much [so]

that our performance evaluation system ensures its implementation,”.


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CHAPTER 3

METHODOLOGY

Research Methodology

This chapter contains the research design, respondents of the study, Sample and

Sampling Technique, procedures of data gathering, research instrument and statistical

treatment of data.

Research Design

The method that is used in this study is survey research. Survey research designs

are procedures in quantitative research in which investigators administer a survey to a

sample or to the entire population of people to describe the attitudes, opinions, behaviors, or

characteristics of the population.

In this procedure, survey researchers collect quantitative, numbered data using

questionnaires and statistically analyse the data to describe trends about responses to

questions and to test research questions or hypothesis. This method of research seeks to

reveal the fact connected to our study.


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Respondents of The Study

The respondents of this study are the students coming from the different strand

(STEM, GAS, HE, Humss, ABM, ICT) San Pedro from 12th Grade S.Y. 2019-2020. We the

researchers get the 10% rate of 403 (total number of 12th grade students) that give an answer

of 40 respondents.

Demographic Profile of the Respondents

Frequency Percentage

Male 17 42.5%

Female 23 57.5%

Total 40 100%

Table 1. Gender of the participants


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Gender of the Respondents

42.50%
Male
57.50%
Female

Figure 1: Gender of the respondents

Talle 1 and figure 1 present the number of the respondents based on their gender

Frequency Percentage

17 24 60%

18 11 27.5%

19 5 12.5%

TOTAL 40 100%

Table 2: Age of the Respondents


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AGE

12%
17 yrs. Old
28% 18 yrs. Old

60% 19 yrs. Old

FIGURE 2: Age of the respondents

Research Questionnaire no.1 : What is the primary reason of giving homework towards

the 12th grade students.

Statements Weighted Mean Verbal Percentage

Interpretation

1. I spend my

remaining time on

homework than 2.25 Seldom 21.27%

doing household

chores.

2. I have free-time

bonding with my 1.8 Seldom 17.01%


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family and friends

when Im home.

3. I didn’t forget to

eat on time when 2.05 Seldom 19.38%

im doing my

homework.

4. I can manage my

time on doing my

homework and 2.33 Seldom 22.02%

other

extracurricular

activities

5. I often get

confused indoing 2.15 Seldom 20.32%

my homework

Table 3. Portion A . Weighted Mean illustration and verbal interpretation

Based on the table above, tha data shows the weighted mean , verbal interpretation

and percentage of each questions. The top 1 primary reason/effects of giving homework

toward the 12th grade students is the question number 4. It has the highest weighted mean

(2.33) and represent as seldom. This shows that they can manage their time on doing

homework and other extracurricular activities seldomly.


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Statements Weighted Mean Verbal Percentage

Interpretation

1. Homework help 1.18 YES 17.69%

me to learn.

2. I always

complete my 1.2 YES 17.99%

homework to the

best of my ability.

3. I am rewarded

for completing my 1.48 YES 22.19%

homework.

4. I use may

organizer to record 1.53 YES 22.94%

my homework.

5. I know I will

get in to trouble if 1.28 YES 19.19%

I do not complete

my homework.

TOTAL 6.67 YES 100%

Table 4. Portion B Weighted Mean and Verbal interpretation


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On the table above, the data shows that only in question number 4 has an verbal

interpretation of No and the rest have answered by yes

Sample and Sampling Technique

Since it is generally impossible to stud an entire population. We, the


researchers typically rely on on sampling to acquire a section of the population to perform an
experiment or oblevational study.
Random sampling technique is a part of the sampling technique in which each
sample has an equal probability of being chosen. A sample chosen randomly is meant to be
an unbiased presentation of the total population.

Researchers aims to get the 10% of the total population of grade 12 students
so we come up to 40 student/participants. For the STEM, ABM,HUMSS and ICT strands ,
We pick 7 students randomly and and 6 sudents for the HE and GAS strand.

Procedure of Data Gathering

The researchers had allotted vigorous time, effort and cooperation in


developing the survey questionnaire so as to serve it’s intended respondents. The
questionnaire were checked by our research adviser and got an approval.
After getting the permission and approval of our research adviser, We, the
researchers, will give out the questionnaire to the chosen random people through random
sampling after giving them the background information of what are our intentions and what
is the study all about the respondents will be given an enough time they need to answer all
the question respectively.
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Research Instrument

The data for this study were gathered through the use of questionnaire.

The questionnaire is the most common instrument or tool of research for obtaining the

data beyond the physical reach of answer. Aside from this, the researchers also used descriptive

statistics. Descriptive statistics is a summary statistic that quantitatively describe or

summarizes features of a collection of information. Descriptive statistics can be useful for two

purposes.

1. To provide basic information about variables in a data set 2) to highlight potential


relationship between variables.

The questionnaire we made has two primary parts they must answer. The first part is

the students profile. Where the “age”, “gender”, and “strand” are located . The second part is

divided in two subparts the A portion and the B portion. In A portion, its consist of five

questions that have a four choices , the always, sometimes, seldom, and never called 4-point

likert scale. In portion B , that also consist of five question and answer by Yes or No called

2-point likert scale.


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Range Scale Verbal


Interpretation

1.50-2.00 2 NO

1.00-1.49 1 YES

Table 5. Portion A 4-Point likert scale

Scale Verbal Interpretation

3.25-4.00 4 Never

2.50-3.24 3 Seldom

1.75-2.49 2 Sometimes

1.00-1.74 1 Always

Table 6. Portion B –point likert scale


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The researcher used the likert scale to measure the responses or the answer of

the respondents from the survey. The researchers gave statements and the respondents have 4

numbers of choices on portion A while 2 choices on portion B. that represent the degree of

their answer.

Statistical Treatment of Data

1. Percentage – The researchers applied this formula to get the data needed for the

research . This formula was used to get the percentage of the demographic profile of the

respondents.

The formula is :

Where:

P- Percentage

F- Frequency

N- Total number of respondents.


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2. Weighted Mean – this is the second formula used by the researchers to determine

the weight of the mean each question.

The fomula is:

Where:

X- Weighted Mean

𝑃=𝑓𝑛𝑥100 - Sum of the total product of the frequency

N – Total number of respondents.