The Effects of Many Homework to MMSU CTE English Majors

THE EFFECTS OF MANY HOMEWORK TO MMSU-CTE ENGLISH MAJORS

EDWARD ALMAZAN JRPRINCESS 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. MINAAdviser

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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!

EAJRPRS

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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!

EdRai

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TABLE OF CONTENTS

Page

PRELIMINARIESTitle iApproval Sheet iiAcknowledgements iiiDedication vTable of Contents vi List of Tables viiAbstract viii

CHAPTER I: INTRODUCTION 9Statement of the Problem 10Significance of the Study 10Scope and Delimitations 10Definition of Terms 11

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES 12

CHAPTER III: METHODOLOGY 19Locale of the Study 19Population and Sampling 20Research Design 20The Instrument 20Data Gathering Procedure 20Statistical Treatment of Data 21

CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 22

CHAPTER V: FINDINGS, CONCLUSION AND RECOMMENDATION 29

REFERENCES 32APPENDICES 34CURRICULUM VITAE 38

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List of Figures and Table

Figure

1 Overall results of the negative effects of many homework.

2 Results of the negative effects of many homework to 1st year English Major students

3 Results of the negative effects of many homework to 2nd year English Major students

4 Results of the negative effects of many homework to 3rd year English Major students

5 Overall results of the positive effects of many homework

6 Results of the negative effects of many homework to 1st year English Major students

7 Results of the positive effects of many homework to 2nd year English Major students

8 Results of the positive effects of many homework to 3rd year English Major students

Table

1 List of responses of the respondents in how they cope in doing their homework

7

22

23

24

24

25

26

27

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.

8

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.

http://www.coolbuster.net/2010/09/deped-bans-weekend-homework.html

http://www.coolbuster.net/2010/09/deped-bans-weekend-homework.html

10

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 MMSU-

CTE 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 study’s 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

11

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.

http://www.businessdictionary.com/definition/cost.html

http://www.businessdictionary.com/definition/accuracy.html

http://www.businessdictionary.com/definition/task.html

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 benefits 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’ identified 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 benefits 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 (O’Rourke-Ferrara, 1998).

In contrast, other research evidence identifies 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, well-

lit 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 significant

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

16

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 identified 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

17

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 self-

discipline 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

18

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 province’s political, commercial, and industrial hub. It is the

location of the Ilocos region’s 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

20

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:

The

Instrument- Questionnaire

21

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

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.

Build Stress or Nervousness

Diminishes Family Interaction or Family Bonding

Decreases Time Allotted to other Activites

Causes the Loss of Interest in Learning a Certain Subject

Encourages Cheating

Cause Frustratiuon and Exhaustion

Consumes Much Time

Increases Suicidal Tendency

Damages Family Realationship

0 15 30 45 60 75

NeverSometimesAbsolutely

Number of Respondents

Neg

ative

Effe

cts o

f Man

y Ho

mew

ork

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

24

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.





Encourages Cheating


Consumes Much Time



0 5 10 15 20 25



Neg

ative

Effe

cts o

f Man

y Ho

mew

ork

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.

25





Encourages Cheating


Consumes Much Time



0 5 10 15 20 25



Neg

ative

Effe

cts o

f Hom

ewor

k

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.

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





Encourages Cheating


Consumes Much Time



0 5 10 15 20 25


Number of Rewspondents

Neg

ative

Effe

cts o

f Man

y Ho

mew

ork

26

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 1 st year (25), 2nd Year

(25) and 3rd Year (25) English Majors.

. Figure 2.1 Overall results of the positive effects of many homework.

Help the Students to Engage More on the Subject

Let the Students Explore more about the Subject or Topic

Makes Students Smarter

Promotes Independent Learning

Enhances the student's Knowledge

Enhances Problem Soilving Skill

Enhances Student Retention

Refreshes Stored Knowledge

Creates a Link between the Students and the Teacher

0 15 30 45 60 75



Positi

ve E

ffect

s of H

omew

ork

27

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 student’s

knowledge and the least positive effect is it enhances student’s 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.










0 5 10 15 20 25



Positi

ve E

ffect

s of H

omew

ork

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

28

Figure 2.2 reveals that having many homework to the 1 st 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.










0 5 10 15 20 25



Positi

ve E

ffect

s of M

nay

Hom

ewor

k

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

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.

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

29

How do you cope doing your homeworks?

None / No answer 13 Finish right away 6

Time management/Schedule 29 One at a time/ Easier task first 6

Listening to music/Relax before doing it

6 Sleep late at night 3

Staying at a silent place 1 Copy/cheat/ask help from classmate

3

Consulting the internet 2 Eat a lot 2

Do it during vacant period 2 Do it step-by-step 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.










0 5 10 15 20 25



Positi

ve E

ffect

s of M

any

Hom

ewor

k

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 doesn’t 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 won’t 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

31

having many homework enhances the student’s 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.

http://www.studytips.org,2008

32

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. Don’t 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), 167–180.

Cooper, H. (2001a). Homework for All – In Moderation, Educational Leadership, 58(7), 34–39.

Cooper, H., Jackson, K., Nye, B., and Lindsay, J. (2001c). A Model of Homework’s Influence on the Performance Evaluations of Elementary School Students, Journal of Experimental Education, 69(2), 143–154.

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), 70–83.

Cooper, H., and Valentine, J.C. (2001). Using Research to Answer Practical Questions About Homework, Educational Psychologist, 36(3), 143–153.

Corno, L. (2000). Looking at homework differently, The Elementary School Journal, 100, 529–548.

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

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

http://www.schools.nsw.edu.au/media/downloads/languagesupport/homework/

http://www.schools.nsw.edu.au/media/downloads/languagesupport/homework/

http://www.answers.com/topic/%20homework

http://www.answers.com/topic/%20homework

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Smith, R. (2000). Whose childhood? The politics of homework, Children & Society, 14(4), 316–326.

Warton, P.M. (1997). Learning about responsibility: Lessons from homework, British Journal of Educational Psychology, 67, 213–221.

Weston, P. (1999). Homework: Learning from Practice. London: The Stationery Office.

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APPENDICES

36

APPENDIX A

Mariano Marcos State UniversityCollege 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

ITEMRATING

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 : Edward Almazan Jr

Sex : Male

Date of Birth : May 3, 1993

Place of Birth : Sta. Lina, Luna, Apayao

Civil Status : Single

Parents:

Father : Edward Almazan Sr.

Mother : Vilma Almazan

Educational Background:

Elementary : Sta. Lina, Elementary School

Secondary : ASC- Laboratory High School

Tertiary : Mariano Marcos State University

College of Teacher Education

Laoag City

Course : Bachelor in Secondary Education

Major : English

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CURRICULUM VITAE

Name : Princess Raihanie Salleh

Sex : Female

Date of Birth : August 20,1992

Place of Birth : Laoag City

Civil Status : Single

Parents:

Father : Hadji Nur Salleh (deceased)

Mother : Norma Taylan

Educational Background:

Elementary : Nambaran Elem. Sch.

Secondary : Bacarra National Comprehensive High School

Tertiary : Mariano Marcos State University

College of Teacher Education

Laoag City

Course : Bachelor in Secondary Education

Major : English

The Effects of Many Homework to MMSU CTE English Majors

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