THE EFFECTS OF MANY HOMEWORK TO MMSU-CTE ENGLISH MAJORS

EDWARD ALMAZAN JR PRINCESS RAIHANIE SALLEH

Submitted to Dr. Shirley B. Mina in Partial Fulfillment of the Requirements for the Subject Language Research

Bachelor in Secondary Education (English Major)

Academic Year 2011-2012

APPROVAL SHEET This research attached hereto titled THE EFFECTS OF MANY
HOMEWORK TO MMSU-CTE ENGLISH MAJORS prepared and submitted by ALMAZAN, EDWARD JR O., and SALLEH, PRINCESS RAIHANIE S., as partial fulfillment for the course English Education 104 (Language Research) is hereby approved and accepted.

DR. SHIRLEY B. MINA

Adviser

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ACKNOWLEDGEMENT
Remember every kindness done to you, whatever the measure. Remember those who lend you aid and be grateful debtor ----Anonymous It will always be impossible for a man to reach his dreams and achieve success without the helping-hand and assistance of other. Hence, without their unending support, this research will not be done into reality. As a means of appreciation, we would like to thank the act of kindness shown and kind words spoken from the people who had become part of the success of the study. We readily admit that never in our whole lives would be able to pay them back, neither in kind nor in sum. However, we want those people to read kind echoes, no matter how insufficient they may sound to be. We would like to express our heartfelt gratitude to the following: Dr. Shirley B. Mina, our instructor, for her motherly concern, encouragement, and constructive criticism for the finalization of this research; BSED first year, second year, and third year English majors, our respondents, for their cooperation in answering the survey forms we have provided; Dr. Eduardo T. Borja, dean of the college, for his charm and incessant encouragement he used to pursue our dreams;
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Our friends for the gift of love and care they offered; Our families for making us feel that we are special despite our immaturity and for teaching us that there is no such things as easy work in this world; To all the people who in one way or another shared a lighted candle and assistance in the realization of this study. A MILLION THANKS And most of all, the Almighty God, whose strength is made perfect in weaknesses and whose abundant love gave us courage and determination to undertake this research and also to move on and overpass the obstacles that came along our way. Thank you very much!

EAJR PRS

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DEDICATION

To everyone who illuminated our foresight that poverty is not a hindrance to education; To our beloved families whose unbounded moral and financial support and incomparable love fulfilled our goals; To our brethren Christ whose powerful prayers made us strong and courageous, and whose sweet and commendable encouragement provides us strong determination; To our bosom friends whose sweet smile and happy jokes made us laugh and enlightened us even in times of downheartedness; And all of the above, to our Almighty God with whom we share our sorrows and joys on those days. To all of you, this piece of work is humbly dedicated. This is our testimony of LOVE and SACRIFICE!

Ed Rai

TABLE OF CONTENTS Page

PRELIMINARIES

Title
Approval Sheet Acknowledgements Dedication Table of Contents List of Tables Abstract CHAPTER I: INTRODUCTION Statement of the Problem Significance of the Study Scope and Delimitations Definition of Terms CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES CHAPTER III: METHODOLOGY Locale of the Study Population and Sampling Research Design The Instrument Data Gathering Procedure Statistical Treatment of Data CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA

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ii iii v vi vii viii 9 10 10 10 11 12 19 19 20 20 20 20 21

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CHAPTER V: FINDINGS, CONCLUSION AND RECOMMENDATION REFERENCES APPENDICES CURRICULUM VITAE

29 32 34 38

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List of Figures and Table

Figure 1 2 3 4 5 6 7 8 Table 1 List of responses of the respondents in how they cope in doing their homework
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Overall results of the negative effects of many homework. Results of the negative effects of many homework to 1st year English Major students Results of the negative effects of many homework to 2nd year English Major students Results of the negative effects of many homework to 3rd year English Major students Overall results of the positive effects of many homework Results of the negative effects of many homework to 1st year English Major students Results of the positive effects of many homework to 2nd year English Major students Results of the positive effects of many homework to 3rd year English Major students

22 23

24 24 25 26

27 27

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ABSTRACT
ALMAZAN, EDWARD JR O., and SALLEH, PRINCESS RAIHANIE S., Mariano Marcos State University College of Teacher Education. Laoag City. March 2012. EFFECTS OF MANY HOMEWORK TO MMSU-CTE ENGLISH MAJORS.

This study aimed to find out the effects of many homework to the MMSU-CTE English major students of both positive and negative effects. It was conducted in Mariano Marcos State University College of Teacher Education, Laoag City, 2nd semester with seventy-five (75) English major respondents from first year to third year. The researchers made a survey questionnaire used as instrument in gathering data from the respondents. The questionnaire was composed of lists on the negative and positive effects of having many homework and a question on how the respondents cope in doing their homework. The gathered data were analyzed with the use of frequency count and percentage. Results revealed that English major students viewed that having many homework enhances students knowledge. On the other hand, it builds stress or nervousness to the students. From the findings, it is recommended that students should observe proper time management as a mean to cope with the burden of having many homework.

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CHAPTER I INTRODUCTION Homework has been one of the controversies in the Philippine educational setting nowadays. There are issues pointing out its good and bad effects to the performance of the students. Some says positive, and some says negative.

Sec. Bro. Armin Luistro of the Department of Education once said in an interview with the ABS-CBN news that he will bar public school teachers from assigning extra homework for students during weekends. This was in line with the DepEd Memo No. 392-2010, stating that no homework/assignments shall be given during weekends for students to enjoy their leisure time, and spend quality time with their family without being burdened by the thought of doing lots of homework.

The memorandum promotes stronger family ties and relationship of family members. But Teachers' Dignity Coalition president Benjo Basas (ABS-CBN news, DepEd backs proposal to make students' bags lighter) disagreed to the memo of DepEd because it is unnecessary and actually violates the academic freedom of educators to give their students the best education possible. He said that teachers give more homework on Fridays because students have more time during weekends. He noted that homework can actually be used by parents to spend more quality time with their kids.

Basas also said that there are two purposes for giving homework. First is to review the past lessons, and second is to prepare for the next lesson.

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These are only some of the statements of some experts in the field of education about the giving of homework. Their opposing views show that giving of homework is necessary but it depends on the time that it will be given.

On the other hand, what is the stand of students regarding to this issue? Does homework bring good effects to them or the other way?

Statement of the Problem

This study aimed to find out the impact of having many homework to the English Majors of MMSU-CTE. It also aimed to answer the following questions:

1) What is the most common negative effect of many homeworks to MMSUCTE English major students?

2) What is the most common positive effect of many homework to MMSU-CTE English major students?

3) How do the students cope up to many homework?

Significance of the Study The researchers have the firm belief that through the studys analysis, it will greatly contribute to an effective teacher-student relationship. Greatly in the sense that the teachers will know what to do when he/she was already well informed to the effects of many homework. If the effect has more on the positive side then the teacher will probably give more homework to the students, but if

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the effect has more on the negative side, probably the teacher will limit his/her giving of homework to the students. Students will be benefited well because if their teachers come to know the effects of many homework to their learners, then learning will be more conducive and effective. Teachers will be more aware in giving of homework and parents will become more supportive to their children in whatever homework does their child will do. Scope and Delimitation The scope of this research covered the English major students of the Mariano Marcos State University College of Teacher Education. The limitations of this research are the fourth year students and also the non-English major students. Definition of Terms The following terms are defined for purposes of clarity and how were they used in this study. Homework. A task assigned to students by school teachers that are intended to be carried out during non-school hours. Performance. The accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed. Effect. Something brought about by a cause or agent. Many. Amount exceeds from the normal count. For example, assignment should only be given one at a time in a certain subject but if the giving of assignment exceeds without finishing first the first assignment, that means it is already many.

CHAPTER II LITERATURE REVIEW AND STUDIES Review of Related Literature and Studies The review of the literature for this study focuses on studies about the giving of homework and its impact on the students. The chapter begins with a definition of homework, its different types and purposes, followed by the impact of homework on the students. Definition of Homework There are lots of definitions given to the word homework but the one that gives the exact and its meaningful definition was given by the Gale Encyclopedia of Education. Gale Encyclopedia of Education, (2006) defined homework as a tasks assigned to students by school teachers that are intended to be carried out during nonschool hours. This definition excludes in-school guided study (although homework is often worked on during school), home-study courses, and extracurricular activities such as sports teams and clubs. Types of Homework There are three main types of homework according to the New South Wales Department of Education and Training. First are the practice exercises. It let students apply new knowledge or review, revise and reinforce newly acquired skills. Examples of such exercises are memorization of mathematical tables, practicing spelling words, essay writing and reading for pleasure. Next is the preparatory homework. It where students

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gain background information on a unit of study to better prepare them for future lessons, for example, reading and collecting geometric shapes. Last is the extension assignments. It encourages students to pursue knowledge individually and imaginatively. Assignments might include writing a book review, researching local news or retrieving items from the Internet. Purposes of Homework

The most common purpose of homework (Gale Encyclopedia of Education, 2006) is to have students practice material already presented in class so as to reinforce learning and facilitate mastery of specific skills. Preparation assignments introduce the material that will be presented in future lessons. These assignments aim to help students obtain the maximum benefit when the new material is covered in class. Extension homework involves the transfer of previously learned skills to new situations. For example, students might learn in class about factors that led to the French Revolution and then be asked as homework to apply them to the American Revolution. Finally, integration homework requires the student to apply separately learned skills to produce a single product, such as book reports, science projects, or creative writing.

Further, it indicated that homework also can serve purposes that do not relate directly to instruction. Homework can be used to (1) establish communication between parents and children; (2) fulfill directives from school administrators; (3) punish students; and (4) inform parents about what is going on in school. Most homework assignments have elements of several purposes.

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Impact of Homework on Students The impact of homework on students is affected by many factors including students understanding of the purpose of homework, their attitudes towards homework, learning and achievement and their feelings of empowerment in the design and allocation of homework tasks. The benets and negative effects of homework have also been the focus of a number of studies. Some studies have begun to trace student understanding about the purposes of homework. In an Australian study, the views of students in Years 2, 4, and 6 about homework and student responsibility for homework were investigated (Warton, 1997). This research found that almost no students identied commonly-held adult views on the purpose of homework such as developing learning responsibility or time-management and study skills, when respondents were asked about the rationale for homework. Further, it was mentioned that most Year 2 students reported the reason for homework was to learn, while Year 6 students reported it was to revise material. In addition, few differences in homework practices across Years 2, 4 and 6 were evident although there were developmental differences in students understanding of homework as an activity. Positive and negative effects of homework are found in educational and popular literature. Evidence from research outlining the benets of homework for students and their attitude to learning includes: 1) Homework can impact positively on the retention and understanding of knowledge and can improve study skills, attitudes toward school, and demonstrate that learning can take place outside of formal schooling (Corno, 2000). 2) Students writing scores, literacy outcomes and attitudes can improve when students engage in interactive homework with family members (Epstein et al., 1997). Students

15

attitude toward homework appears to be unrelated to student ability or family and community factors but positively related to parents attitudes toward homework (Cooper et al., 2001c). Students identify that homework can make them smarter and 78 percent of students surveyed enjoyed homework (ORourke-Ferrara, 1998). In contrast, other research evidence identies the limitations of homework and resultant negative impacts on students. For example: 1) Homework can contribute to boredom with school if it does not engage the student in meaningful learning, because all activities remain interesting for only so long. Homework may reduce students engagement in leisure activities that can also be important in the development of life skills (Cooper, 2001a). 2) Homework may contribute to existing social inequities as it appears that students from lower socioeconomic backgrounds are less likely to complete homework. This may result from afterschool employment or an absence of a quiet, welllit location to undertake homework (Cooper and Valentine, 2001). 3) Homework alone is unlikely to ensure students, families and schools will share and meet their goals for learning and success (Epstein et al., 1997). 4) Although students can make signicant contributions to designing homework tasks they are often omitted from the homework process and feel disempowered (Smith, 2000; Warton, 2001). Researchers in the past decade have not conclusively agreed on whether homework is effective in improving student achievement. Cooper and Valentine (2001) conducted a quantitative synthesis of research using three different research designs to reveal that students who did homework generally outperformed students who did not. The authors found a low association between the amount of homework young students complete and their subsequent achievement and that the relationship between homework

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and achievement was moderated by the students age and grade level (Cooper and Valentine, 2001). The evidence also suggests that although homework has a positive impact on student achievement, too much homework or homework not completed properly appears to reduce this positive effect. Further evidence includes; 1) The relationship between homework and achievement appears to be curvilinear, so that moderate amounts of time spent on homework are related to higher subject test scores, while a lot or very little time spent on homework is less productive (Keys et al., 1997); 2) There appears to be an adverse effect on students academic achievement when no homework is undertaken or when homework is poorly completed. A positive effect on academic performance through the accurate completion of homework is related to parental involvement, peer cooperation, self-monitoring and graphing, real life tasks and collaborative problem solving (Bryan et al., 2001); 3) Teacher-developed grades are more strongly associated with the relationship between homework and achievement than results on standardised tests (Cooper et al., 1998); and 4) Teachers identied the value of homework on student motivation and the development of a capacity for independent learning along with creating more time for learning, and improved measured achievement (Weston, 1999).

Furthermore, Gale Encyclopedia of Education, 2006, stated that

1. 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. The nonacademic benefits of homework include fostering independence and responsibility. Finally, homework can involve parents in the school process, enhancing

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their appreciation of education, and allowing them to express positive attitudes toward the value of school success.

On the other hand, educators and parents worry that students will grow bored if they are required to spend too much time on academic material. Homework can deny access to leisure time and community activities that also teach important life skills. Parent involvement in homework can turn into parent interference. For example, parents can confuse children if the instructional techniques they use differ from those used by teachers. Homework can actually lead to the acquisition of undesirable character traits if it promotes cheating, either through the copying of assignments or help with homework that goes beyond tutoring. Finally, homework could accentuate existing social inequities. Children from disadvantaged homes may have more difficulty completing assignments than their middle-class counterparts (Gale Encyclopedia of Education, 2006).

The New South Wales Department of Education and Training enumerates also the positive effects of homework. They are the following: 1) Homework is valuable because: it strengthens home-school links; it allows for practicing, extending and consolidating work done in class; it teaches students how to plan and organize their time; it develops students' research skills; it establishes habits of study, concentration and selfdiscipline which will serve students for the rest of their lives; it reaffirms the role of parents and caregivers as partners in education; it provides parents and caregivers with insights into what is being taught in the classroom and the progress of their children; and lastly, it challenges and extends gifted and talented children. 2) You can expect homework: to be appropriate for each student's age and ability; to take into account

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students' commitments out of school hours, such as sport, part-time employment and home responsibilities; to take into account technology such as computers, E-mail and the Internet without disadvantaging those students who do not have access to this technology; and to be marked promptly and accurately so students have regular feedback.

In sum, what seems to be apparent is that past studies have provided strong practical evidence for the impact of many homework to the students; however, what seems to be lacking is providing insights of the students regarding the giving of many homework. Thus, it is important to know if many homework really affect the students negatively or positively.

CHAPTER III

METHODOLOGY
This chapter presents the research method and design used in the study. Further, it also presents the locale of the study, data gathering procedure, population and sampling of the study, and the statistical treatment used in the study. Locale of the Study The study was conducted at the Mariano Marcos State University - College of Teacher Education during the second semester of the academic year 20011-2012. Laoag City is a city in the province of Ilocos Norte, Philippines. It is the capital of Ilocos Norte, and the provinces political, commercial, and industrial hub. It is the location of the Ilocos regions only commercial airport. The municipalities of San Nicolas, Paoay, Sarrat, Vintar, and Bacarra form its boundaries. The foothills of the Cordillera Central mountain range to the east, and South China Sea to the west are its physical boundaries. Laoag experiences the prevailing monsoon climate of Northern Luzon, characterized by a dry season from November to April and a wet season from May to October, occasionally visited by powerful typhoons. MMSU is located in Ilocos Norte, a province in the northwestern part of Luzon Island, Philippines. Its main campus of about 300 hectares is in Batac City, 472 km away from Manila. Batac is an agricultural and peaceful city, which affords an excellent environment for educational and rural development. The location allows convenient

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commuting from the boundaries of Batac City and the towns of Paoay, Currimao, San Nicolas, and Laoag City. Pasenger jeepneys, mini buses and buses pass by the campus. In addition, the province has an international airport in Gabo, Laoag City and seaport at Gaang, Currimao. Population and Sampling The researchers who conducted the study were excluded. Seventy-five (75) students from first year up to third year college taking up English as their major were taken as the subject for the study. It is composed of twenty-five (25) first year English major students, twenty-five (25) second year English major students, and twenty-five (25) third year English major students. Research Design The researchers used a three-step research paradigm as their methodological model in doing the research. The research paradigm is as follows:

1 2 3

Gathering of Data through Questionnaires from the respondents

Analysis and Interpretation of Data

Stating the Findings, Conclusion, and Reccomendations

The Instrument- Questionnaire The questionnaire was divided into two parts, the first part was intended for the personal information of the respondents and the second part contains the important

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questions for the study. Also, the second part has sub-parts: 1) asks the respondents if they have ever experienced having many homework; 2) checklist of negative and positive effects of many homework; and 3) asks the respondents how they cope their many homework. Data Gathering Procedure First, a questionnaire was prepared to determine the effects of many homework to MMSU-CTE students which was checked by the teacher. The researchers made a request letter to the respondents and to the Dean for the conduct of the study. Questionnaires were floated after the approval of the letter. Twenty-five students in each year level were given individually a questionnaire that they are going to answer. Respondents answered the questionnaire. After that, the researchers collected all the questionnaires for the tallying of the data. Later on, the data will be analyzed and then interpreted by the researchers. Statistical Treatment of Data This research used the descriptive statistic, i.e. frequency counts, and percentage to quantify the data gathered. Frequency counts and percentage were used in interpreting and analyzing the data gathered, specifically in determining the most frequent negative and positive effects of many homework.

CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This part of the study deals with the discussion on the findings, analysis, and interpretation on the results of the negative and positive effects of many homework. 75 out 75 (100%) of the respondents answered Yes to the question, Have you experienced having many homework? Presented in the figures below the results of the survey on the Negative effects of many homework to the 75 respondents from the 1st year (25), 2nd Year (25) and 3rd Year (25) English Majors.

Damages Family Realationship Negative Effects of Many Homework Increases Suicidal Tendency Consumes Much Time Cause Frustratiuon and Exhaustion Encourages Cheating Causes the Loss of Interest in Decreases Time Allotted to other Diminishes Family Interaction or Build Stress or Nervousness 0 15 30 45 60 75 Never Sometimes Absolutely

Number of Respondents

Figure 1.1 Overall results of the negative effects of many homework.

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Figure 1.1 shows that 57 out of 75 of the total number of respondents believe that having many homework absolutely builds stress and nervousness. The figure also shows that 59 out of 75 respondents believe that it never increases suicidal tendency. We can also deduce from the figure that having many homework sometimes diminishes quality family interaction or family bonding as believed by 55 out of 75 of the respondents.

Damages Family Realationship Negative Effects of Many Homework Increases Suicidal Tendency Consumes Much Time Cause Frustratiuon and Exhaustion Encourages Cheating Causes the Loss of Interest in Learning a Certain Subject Decreases Time Allotted to other Activites Diminishes Family Interaction or Family Bonding Build Stress or Nervousness 0 5 10 15 20 25 Never Sometimes Absolutely

Number of Respondents

Figure 1.2 Results of the negative effects of many homework to 1st year English Major students. Figure 1.2 reveals that 20 respondents 1st year English major believe that having many homework builds stress or nervousness. And 22 of the respondents believe that it consumes much time.

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Negative Effects of Homework

Damages Family Realationship Increases Suicidal Tendency Consumes Much Time Cause Frustratiuon and Exhaustion Encourages Cheating Causes the Loss of Interest in Decreases Time Allotted to other Diminishes Family Interaction or Build Stress or Nervousness 0 5 10 15 20 25 Never Sometimes Absolutely

Number of Respondents

Figure 1.3 Results of the negative effects of many homework to 2nd year English Major students. The figure shows that Build Stress or Nervousness is believed by 22 out of 25 respondents to be the most common negative effect of many homework. On the other hand, 1 out of 25 respondents said that having many homework damages family relationship.

Negative Effects of Many Homework

Damages Family Realationship Increases Suicidal Tendency Consumes Much Time Cause Frustratiuon and Exhaustion Encourages Cheating Causes the Loss of Interest in Decreases Time Allotted to other Diminishes Family Interaction or Build Stress or Nervousness 0 5 10 15 20 25 Never Sometimes Absolutely

Number of Rewspondents

Figure 1.4 Results of the negative effects of many homework to 3rd year English Major students.

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The 3rd year English majors, as shown in the figure, chose Build Stress or Nervousness as the most common negative effect (17 out of 25) of many homework to them. Consumes Much Time is only second (16 out of 25) on the effects, while Damages Family Relationship got the lowest response (0 out of 25) on the negative effects of many homework. Meanwhile, the following figures presented the results of the survey on the Positive effects of many homework to the 75 respondents from the 1st year (25), 2nd Year (25) and 3rd Year (25) English Majors.

Creates a Link between the Students Refreshes Stored Knowledge Positive Effects of Homework Enhances Student Retention Enhances Problem Soilving Skill Enhances the student's Knowledge Promotes Independent Learning Makes Students Smarter Let the Students Explore more about Help the Students to Engage More on 0 15 30 45 60 75 Never Sometimes Absolutely

Number of Respondents

. Figure 2.1 Overall results of the positive effects of many homework. The figure shows that 57 out of 75 of the total number of respondents believes that the common positive effect of having many homework is it enhances the students

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knowledge and the least positive effect is it enhances students retention with 25 out of 75 of the respondents. While 8 out of 75 of the respondents say that having many homework never creates a link between the student and the teacher. We can also deduce that having many homework sometimes enhances student retention, as believed by 48 out of 75 of the respondents.

Creates a Link between the Students and the Teacher Refreshes Stored Knowledge Positive Effects of Homework Enhances Student Retention Enhances Problem Soilving Skill Enhances the student's Knowledge Promotes Independent Learning Makes Students Smarter Let the Students Explore more about the Subject or Topic Help the Students to Engage More on the Subject 0 5 10 15 20 25 Never Sometimes Absolutely

Number of Respondents

Figure 2.2 Results of the negative effects of many homework to 1st year English Major

students.
Figure 2.2 reveals that having many homework to the 1st year English majors enhances their knowledge (22 out of 25). However, Enhances Student Retention got the lowest number (5 out of 25) of responses in the positive effects of having many homework.

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Positive Effects of Mnay Homework

Creates a Link between the Students Refreshes Stored Knowledge Enhances Student Retention Enhances Problem Soilving Skill Enhances the student's Knowledge Promotes Independent Learning Makes Students Smarter Let the Students Explore more about Help the Students to Engage More 0 5 10 15 20 25 Never Sometimes Absolutely

Number of Respondents
nd

Figure 2.3 Results of the positive effects of many homework to 2

year English Major

students. Figure 2.3 shows that Enhances the Students Knowledge and Promotes Independent Learning got the highest number (17 out of 25) of response from the 2nd year English major. On the other hand, Enhance Students Retention got the lowest number (7 out of 25) of responses.

Creates a Link between the Positive Effects of Many Homework Refreshes Stored Knowledge Enhances Student Retention Enhances Problem Soilving Skill Enhances the student's Knowledge Promotes Independent Learning Makes Students Smarter Let the Students Explore more Help the Students to Engage More 0 5 10 15 20 25 Never Sometimes Absolutely

Number of Respondents
rd

Figure 2.4 Results of the positive effects of many homework to 3 year English Major

students.

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The 22 out of 25 of the 3rd year English majors believe that having many homework can let the students explore more a certain subject or topic. However, Makes Student Smarter and Refreshes stored knowledge got the least number of responses (11 out of 25). The survey also asks the respondents on how they cope in doing their homework. How do you cope doing your homeworks? None / No answer Time management/Schedule 13 29 Finish right away One at a time/ Easier task first Sleep late at night Copy/cheat/ask classmate Eat a lot Do it step-by-step help 6 6 3 from 3 2 2

Listening to music/Relax before 6 doing it Staying at a silent place Consulting the internet Do it during vacant period 1 2 2

Table 3. List of responses of the respondents in how they cope in doing their homework. Table 3 presents the enlisted answers of the respondents on how they cope in doing their homework. Out of 75 respondents, 29 answer that proper time management can help them cope in doing their homework.

CHAPTER V FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the findings in the study, the conclusions drawn and the recommendations forwarded. Summary of the Findings The researchers found out that students of Mariano Marcos State University College of Teacher Education English majors viewed that having many homework enhances students knowledge. On the other hand, it builds stress or nervousness to the students. The least negative effect of having many homework is it damages family relationship and it doesnt increase suicidal tendency. It implies that the students value family relationship and the life itself despite the great number of homeworks to accomplish. Having many homework enhances students retention is the least positive effect. MMSU-CTE English majors believed that doing their homework wont enhance their retention in the mastery of the lesson but it only cause a weak link between them and their teacher. Conclusions The researchers therefore conclude that 57 out of 75 (76%) of the total number of respondents believe that having many homework builds stress or nervousness and in the positive note, 57 out of 75 (76%) of the total number of respondents also believe that

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having many homework enhances the students knowledge. Accomplishing their homework improves and enriches their understanding about the lesson but it causes fatigue, frustration, and nervousness on the part of the students. Also, 29 out of 75 total number of respondents believe that time management can help them cope in doing their homework. Recommendations The researchers recommend some strategies on how to cope in accomplishing their homework. Ways on how to Cope Accomplishing Many Homework There are a lot of ways to cope in accomplishing many homework. The following are essential and beneficial tips to each student. According to www.studytips.org,2008, the first thing that student needs to do is to take responsibility for his/her actions, only the student can decide to set priorities and use his/her time and resources wisely. Study time and Schedule. Kizlik defines study time as wherein one does something related to schoolwork. Study time is really one of the most important things to consider in studying. Studying time will be the guide in utilizing allotted times for studies.

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According to Pedero (2004), time is actually better than gold because whereas gold is the money of the world commerce and finance, time is the absolute currency of life. So everyone must spend time wisely. Spending Time Wisely. Time is the most valuable resource a student has yet it is the most wasted. Allocate the available time in the most productive manner. Constructing simple schedules would help you manage your time wisely. Allot more time to subject that needs a lot of thinking and concentration and less on subjects that you find easy to deal with, Manila Bulletin (1997). Listening to Music. Studies show that music helps in memory retention, Manila Bulletin (1997). Listening to soothing music could help in having a good study habit. Note taking. Dont just copy, according to Fournier (1996), Copying is robotish thoughtless act it is a clerical and mostly mindless and it seems to be that thinking is never involved. On the other hand, note taking requires thinking; it will help students to recall what they have learned. It will be easier to accomplish their homework if they can recall well their lesson. Also, notes serve as references. Setting up a Home Library. According to Mingoa (1998) claimed that setting up a library and stock it with excellent reacting materials is beneficial. A household where there are a lot of books, even newspapers and magazines, is always a good environment. Thus, providing a home library can be a great help in doing homework.

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References
Bryan, T., Burstein, K., and Bryan, J. (2001). Students with Learning Disabilities: Homework Problems and Promising Practices, Educational Psychologist, 36(3), 167180. Cooper, H. (2001a). Homework for All In Moderation, Educational Leadership, 58(7), 3439. Cooper, H., Jackson, K., Nye, B., and Lindsay, J. (2001c). A Model of Homeworks Inuence on the Performance Evaluations of Elementary School Students, Journal of Experimental Education, 69(2), 143154. Cooper, H., Lindsay, J.J., Nye, B., and Greathouse, S. (1998). Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement, Journal of Educational Psychology, 90(1), 7083. Cooper, H., and Valentine, J.C. (2001). Using Research to Answer Practical Questions About Homework, Educational Psychologist, 36(3), 143153. Corno, L. (2000). Looking at homework differently, The Elementary School Journal, 100, 529548. Epstein, J., Simon, B.S. and Salinas, K.C. (1997). Involving Parents in Homework in the Middle Grades (Research Bulletin No. 18) Baltimore, MD: Johns Hopkins University, Center for Evaluation, Development and Research. Gale Encyclopedia of Education, 2006 [Online] http://www.answers.com/topic/ homework Keys, W., Harris, S., and Fernandes, C. (1997). Third International Mathematics and Science Study, Second National Report. Part 2: Patterns of Mathematics and Science Teaching in Upper Primary Schools in England and Eight Other Counties. Slough: NFER. New South Wales Department of Education and Training [Online] http://www.schools.nsw.edu.au/media/downloads/languagesupport/homework/hw_ english.pdf

ORourke-Ferrara, C. (1998). Did You Complete All Your Homework Tonight, Dear? New York: Elementary and Early Childhood Education Clearinghouse.

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Smith, R. (2000). Whose childhood? The politics of homework, Children & Society, 14(4), 316326. Warton, P.M. (1997). Learning about responsibility: Lessons from homework, British Journal of Educational Psychology, 67, 213221. Weston, P. (1999). Homework: Learning from Practice. London: The Stationery Ofce.

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APPENDICES

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APPENDIX A

Mariano Marcos State University College of Teacher Education Laoag City

Dear Respondents: We are currently conducting a study titled, The Effects of Many Homework to MMSU-CTE English Majors in partial fulfillment of the requirements in our subject Language Research. In connection to this, may we request you to please share your precious time with us by accomplishing the attached questionnaire. Rest assured that any information you give or share shall be treated with strict confidentiality. Thank you for your cooperation and most generous assistance.

Very truly yours, EDWARD ALMAZAN JR. PRINCESS RAIHANIE SALLEH

Recommend Approval: Dr. Shirley B. Mina. Professor

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APPENDIX B PART ONE Direction: Please supply the needed information on the space provided for. Kindly answer all items. Name (Optional):______________________________________________________________ Age:______ Sex:____________ Course/Section/Year:________________________________ Field of Specialization:__________________________________________________________

PART TWO A. Have you experienced having many homeworks? (Pls. check) ___YES ___NO

B. Direction: Below are effects of many homeworks. Rate each item according to the three-point scale below. Check the box that corresponds to your answer. 3- Absolutely 2- Sometimes 1- Never

RATING ITEM 3 2 1

I. Negative Effects (Too many homework)

1. Builds stress or nervousness. 2. Diminishes quality family interaction or family bonding 3. Decreases time allotted to other activities 4. Causes the loss of interest in learning a certain subject 5. Encourages cheating 6. Causes frustration and exhaustion 7. Consumes much time

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8. Increases suicidal tendency 9. Damages family relationship Others (Please specify): ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

II. Positive Effects

1. Helps the students to engage more on the subject. 2. Let the students explore more about a certain subject or topic. 3. Makes students smarter. 4. Promotes independent learning. 5. Enhances the students knowledge. 6. Enhances problem solving skill. 7. Enhances student retention. 8. Refreshes stored knowledge. 9. Creates a link between the student and the teacher. Others (Please specify): ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

C. How do you cope doing your many homeworks? (Pls. describe) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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CURRICULUM VITAE

Name Sex Date of Birth Place of Birth Civil Status Parents: Father Mother Educational Background: Elementary Secondary Tertiary

: Edward Almazan Jr : Male : May 3, 1993 : Sta. Lina, Luna, Apayao : Single

: Edward Almazan Sr. : Vilma Almazan

: Sta. Lina, Elementary School : ASC- Laboratory High School : Mariano Marcos State University College of Teacher Education Laoag City

Course Major

: Bachelor in Secondary Education : English

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CURRICULUM VITAE

Name Sex Date of Birth Place of Birth Civil Status Parents: Father Mother Educational Background: Elementary Secondary Tertiary

: Princess Raihanie Salleh : Female : August 20,1992 : Laoag City : Single

: Hadji Nur Salleh (deceased) : Norma Taylan

: Nambaran Elem. Sch. : Bacarra National Comprehensive High School : Mariano Marcos State University College of Teacher Education Laoag City

Course Major

: Bachelor in Secondary Education : English