Attitudes Toward Homework and Academic Performance1

University of Perpetual Help System Laguna-Isabela Campus
Minante Uno, Cauayan City, Isabela

College of Arts and Education
ATTITUDES TOWARD HOMEWORK AND ACADEMIC PERFORMANCE

OF THE JUNIOR HIGH SCHOOL STUDENTS
An Undergraduate Thesis Presented to

The Faculty of College of Arts and Education
University Of Perpetual Help System Laguna – Isabela Campus
In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Secondary Education
Major in Biological Science
Canteras, Jerwin P.
Carballo, Rodessa D.
Tumbaga, Fradel B.
A.Y. 2016-2017
ii
APPROVAL SHEET
This undergraduate thesis entitled “ATTITUDES TOWARD HOMEWORK

AND ACADEMIC PERFORMANCE OF THE JUNIOR HIGH SCHOOL
STUDENTS”, prepared and submitted by Jerwin P. Canteras, Rodessa D.
Carballo, and Fradel B. Tumbaga in partial fulfillment of the requirement for the
degree of Bachelor of Secondary Education Major in Biological Science has been
examined and approved for oral examination.
MADEILYN B. ESTACIO,Ph.D.
Thesis Adviser
PANEL OF EXAMINERS
WARREN L. CALILUNG,ED.D
Chairman
BENJAMIN C. ABREGADO,RN,MAN
Member
MICHELLE B. ESTILLORE,RN,MAN,MAED
Member
Accepted and approved in partial fulfillment of the requirement for the

degree of Bachelor of Secondary Education Major in Biological Science.
RAQUEL M. TABADAY, MAED

Dean, College of Arts and Education
iii
EDITOR’S CERTIFICATION
This is to certify that thesis entitled “ ATTITUDES TOWARD

HOMEWORK AND ACADEMIC PERFORMANCE OF THE JUNIOR HIGH
SCHOOL STUDENTS”, prepared and submitted by Jerwin P. Canteras,
Rodessa D. Carballo, and Fradel B. Tumbaga, had been edited by the
undersigned.
MADEILYN B. ESTACIO, Ph.D.

Editor
STATISTICIAN’S CERTIFICATION
This is to certify that thesis entitled “ ATTITUDES TOWARD

HOMEWORK AND ACADEMIC PERFORMANCE OF THE JUNIOR HIGH
SCHOOL STUDENTS”, prepared and submitted by Jerwin P. Canteras,
Rodessa D. Carballo, and Fradel B. Tumbaga, had been reviewed by the
undersigned.
BENJAMIN C. ABREGADO,RN,MAN
Statistician
iv
ACKNOWLEDGEMENT
First of all, the researchers would like to give their highest gratitude to the
Lord Jesus Christ, for giving them the power, knowledge, wisdom, and
understanding in accomplishing this research. Without Him, this research would
not be possible. They are likewise indebted to the following individuals:
To ma’am Madeilyn Estacio, their thesis adviser, for her full support and
effort in helping them in their research;
To sir Benjamin Abregado, as statistician of the researchers and for
diligently treating the statistics of this research;
To all their friends, classmates and mentors, for their help and
encouragement to finish this study. They are very thankful for their presence and
ideas during their lives.
Lastly, to their parents and families, for giving them their loving support.
The Researchers
DEDICATION
This work is dedicated to the dependable and loving families of the
researchers for their understanding and support; to their classmates and fellow
students for their friendship and encouragement; and above all, to the Lord Jesus
Christ for giving them patience, perseverance and wisdom to complete this study.
The Researchers
vi
ABSTRACT
Title: ATTITUDES TOWARD HOMEWORK AND

ACADEMIC PERFORMANCE OF THE JUNIOR
HIGH SCHOOL STUDENTS
Researchers: Jerwin P. Canteras
Rodessa D. Carballo
Fradel B. Tumbaga
Degree: Bachelor of Secondary Education Major in

Biological Science
School: University of Perpetual Help System Laguna
Isabela Campus
Academic Year: 2016-2017
Adviser: Ma’am Madeilyn B. Estacio
The research aims to know the Attitude towards Homework and Academic
Performance of the Junior High School students of the University of Perpetual
Help System Laguna - Isabela Campus.
Both descriptive and correlational statistics were utilized to analyze the
data. Frequency percentage distribution was used to tabulate the students’
profile. Weighted mean was used to determine the attitudes of the students
towards homework. Likert-scale was used to determine the attitude of the
respondents towards homework. Pearson Product-Moment Correlation (r) was
used to determine the relationship between students’ attitude towards homework
and their academic performance. T-test was used to determine the significant
difference between students’ attitudes in terms of gender.
Results of the study indicated that there is no significant difference on the
students’ attitudes towards homework in terms of gender at 0.05 level of
significance. There is also no significant relationship between students’ attitudes
towards homework to their academic performance with a negligible positive
correlation of 0.10354.
From the findings, conclusions and results gathered, the researchers
recommend the teachers to give more homework in Science subject so that the
vii
students can learn more from that homework. From the result of students using
computers to complete their homework, the teachers are recommended that they
should give more computer-based homework and more on research-based
homework. Meanwhile, strong disagreement of science homework is hard when
they don’t understand the lesson, this implicates that the teacher is
recommended to give homework for every lesson. Furthermore, the next future
researchers may study other factors regarding the relationship between
homework and academic performance in terms of time spent on doing
homework, type of homework, frequency of giving homework, difficulty of the
homework and etc.
viii
TABLE OF CONTENTS
Title……………………………………………………………………………….. i
Approval Sheet………………………………………………………………….. ii
Editor’s Certification…………………………………………………………….. iii
Statistician’s Certification………………………………………………………. iii
Acknowledgement………………………………………………………………. iv
Dedication………………………………………………………………………... v
Abstract…………………………………………………………………………... vi
Table of Contents……………………………………………………………….. viii
List of Tables………..…………………………………………………………… xi
List of Figures……………………………………………………………………. xi
CHAPTERS
1. THE PROBLEM AND IT’S BACKGROUND…………………………. 1
Introduction…………………………………………………………... 1
Background of the Study…………………………………………… 2
Conceptual Framework…………………………………………….. 4
Paradigm of the Study……………………………………………… 5
Statement of the Problem………………………………………….. 5
Null Hypothesis……………………………………………………… 6
Significance of the Study…………………………………………… 6

Scope and Delimitation……………………………………………... 7 ix
Definition of Terms……………………………………………….. 8
2. REVIEW OF THE RELATED LITERATURE AND STUDIES………. 10
Foreign Literature………………………………………………… 10
Local Literature……………………………………………………… 12
Foreign Study……………………………………………………….. 15
Local Study………………………………………………………….. 16
Synthesis of the Study……………………………………………… 17
3. RESEARCH METHODOLOGY………………………………………... 20
Methods of Research……………………………………………….. 20
Locale of the Study………………………………………………….. 20
Respondents of the Study………………………………………….. 21
Data Gathering Instruments………………………………………... 21
Data Gathering Procedures………………………………………... 21
Statistical Treatment………………………………………………… 22
4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 26
5. SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS………………………………………………… 34
Summary of Findings………………………………………………. 34
x
Conclusions…………………………………………………………. 35
Recommendations………………………………………………….. 36
Bibliography…………………………………………………………. 37
APPENDICES
Appendix A. Questionnaire……………………………………………. 40
Appendix B. Letters……………………………………………………. 44
Appendix C. Computations……………………………………………. 48
Appendix D. Curriculum Vitae………………………………………… 51

xi
LIST OF TABLES
Table 1. Frequency and Percentage Distribution of the Respondents
according to
gender……………………………………………………………………………... 27
Table 2. The Mean Third Quarter Grade of Junior High School
students…..................................................................................................... 28
Table 3. Students’ attitudes toward
homework………………………………........................................................... 28
Table 4. Test on Significant Difference on the Attitude towards Homework
as to Respondents’
Gender…………………………………………………………………………….. 31
Table 5. Test on Significant Relationship between Students’ Attitudes
toward Homework and Academic Performance………………………………. 32
LIST OF FIGURES
Figure 1. Paradigm of the Study………………………………………………… 6

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
According to Paschal et al. (2001), the amount of home stimulation
students receive can affect their achievement in school by as much as 50%.
Homework is one way to increase the amount of time on task and promote
student success. Homework assignments that are well designed, well-planned
and meaningful to students are most effective (Ellsasser, 2007). The purpose of
homework needs to be explicitly clear to all students so that they can understand
how it will help them succeed.
The relationship of homework on students’ academic performance is
highly debated issue and has been for over a century. With our current
educational system being compared to countries around the world, there has
been a push to raise the standards in our schools so that we can compete in the
global marketplace. (Hyde, Else -Quest, Alibali, Knuth, & Romberg, 2006). One
of the variables being scrutinized is homework. How much to give, how often to
give it and what it should entail are all questions that researchers studying the
homework-academic performance relationship have strived to address. The
question of how homework affects student academic performance is an important
one considering the ultimate goal as a teacher is for students to be successful
and make an impact in the world.

College of Arts and Education 2
As perceived by the researchers during off-campus observations,
homework is one of the major requirements issued by the teachers to their
pupils. As a matter of fact, homework has a specific percentage on the
computation of the grades of the pupils.
This sparked curiosity among the proponents of this study if homework
really help pupils achieve high academic performance or not.
The researchers conducted this study to determine the relationship
between attitudes towards homework and academic performance of the Junior
High School students of University of Perpetual Help System Laguna – Isabela
Campus.
Background of the Study
The homework debate has been raging for many decades, with no end in
sight. On one hand there are the proponents of homework who swear by its
benefits and efficacy, on the other hand there are those who would like schools
to end the practice of giving homework to students. Among the proponents there
is also the burning question if how much homework should be given to students.
Parents, educators, students and indeed the general public have all been deeply
divided over the homework issue over the long time. Some schools in the United
States and elsewhere have a no homework policy. The French president
Francois Hollande proposed a no homework policy in his plans for educational
reform. His rationale being that students do not have a level of playing field when
it comes to the matter of homework, because some have parents who can help
3
them while others do not.
In a day, students spend more or less 9 hours in school. This is composed
of hours of lectures, activities and extracurricular activities that the child is
expected to accomplish. At the end of each period in a subject, they are given
tasks that they are supposed to accomplish at home. These are called
homework. A child is exposed to rigorous mental and physical activities in school
and as he comes home, he still has school works to do.
Children and even parents are complaining about this system of giving
homework because it really causes exhaustion to the students. To sum up, in a
day, a child spends more time on school and school works than with his/her
family.
The experts also disagree over the advantages and disadvantages of
homework. Other researchers, such as Alfie Kohn and Timothy Naughton, stated
that there is little or no benefit to giving homework and that it does not really did
to improve the academic performance. (Pilgrim, 2013).
Due to this, the Department of Education under the administration of Bro.
Armin B. Luistro issued a memorandum on September 6, 2010 that aims to limit
the amount of homework to be given to students and ordered the non-issuance
of homework during weekends to allow students to have time to rest and spend
time with their families.
On the other hand, studies show that homework give motivation to
students, enhance their ability to manage tasks and learn by experience (Corno
and Xu, 2004). This is because students are given the opportunity to learn by
4
themselves, and they can find ways on how to solve a specific problem on their
own.
Cooper, Robinson and Patall (2006), for instance, concluded that there is
a positive correlation between the amount of homework students do and their
achievement levels.
In connection to this, the researchers conducted this study to determine
the relationship between students’ attitude towards homework and academic
performance.
Conceptual Framework
The researchers came up with the idea of studying the relationship of
students’ attitude towards homework and academic performance of the Junior
High School students by correlating the results of the survey to the academic
performance of the pupils.
The data that will be gathered and will be interpreted by the proponents of
this study after the collected questionnaires and the academic performance of
the pupils at the desired time with the attitudes towards homework included in the
computation of their grades as the academic performance of the pupils.

Paradigm of the Study
Independent Variable Dependent Variable
Attitudes
towards Academic
homework Performance of
of the Junior the respondents
High School
students
Figure 1. Paradigm of the Study
The conceptual framework is a set of coherent ideas or concepts
organized in a manner that makes it easy for them to communicate with each
other. It uses an IV-DV Model that shows how a data affects the other. The
researchers prepared a set of IV-DV model with the Independent variable
containing the attitudes of the Junior High School students towards homework
and the dependent variable containing the academic performance of the
students. In the Independent Variable are the data that are unchangeable, and is
believed by the researches to cause a change on the Dependent Variable. This
factor is believed by the researchers to cause a change in the Dependent
Variable which is the Academic Performance of the respondents.
Statement of the Problem
The study aims to identify the relationship of students’ attitudes towards
homework and academic performance of the Junior High School students in

6
Science in the University of Perpetual Help System Laguna – Isabela Campus.
Specifically, it aims to answer the following:
1. What is the profile of the respondents in terms of gender?
2. What is the academic performance of the students in third grading
period in Science subject?
3. What is the mean attitude of the respondents on doing homework?
4. What is the significant difference between attitudes of the respondents
toward homework in terms of gender?
5. Is there a significant relationship between attitude towards homework
and academic performance of the Junior High School students?
Null Hypothesis
There is no significant relationship between:
1. Student’s attitude on homework in terms of gender; and
2. Attitude towards homework and academic performance of the Junior
High School students.
Significance of the Study
The purpose of the study is to find out the relationship of homework and
academic performance of Grade-9 pupils in science.
The study is significant to the following:
Research literature. The findings of the study may also add to the volume
of researches on study habits which seems sufficient and adequate, but there is
a need for more conclusive study on the relationship of homework and academic
7
performance of the students.
The School. The school administration will be able to have knowledge
about the relationship of homework and academic performance of the students
and therefore can make changes or alterations to the current curricular system
that it offers.
Teachers. Will be able to know how homework affects students’ academic
performance, and thus can make revisions on the way they give homework to
students.
Students. Shall be able to know how homework affects their academic
performance and can be able to adjust themselves.
Scope and Delimitation
This research investigation was conducted to determine the relationship of
student’s attitude towards homework and academic performance of the Junior
High School students in science in the University of Perpetual Help System
Laguna – Isabela Campus. The respondents of this study are the whole
population of the Junior High School students of University of Perpetual Help
System Laguna - Isabela Campus Basic Education Department. The proponents
choose the Junior High School students as respondents of this study because
the researchers already had an experience in observing their class. The
respondents of this study will be the total population of the Junior high School
students of the UPHSI during the school year 2016-2017. Since the study is
focused only on the Junior High School students of UPHSL – IC during the
academic year 2016-2017, the findings of the study would therefore be true only
8
for the respondents concerned and for the given period of time. However, these
could be used as basis of similar studies that could be conducted in different
schools in the country.
Definition of Terms
Academic Performance – the researchers operationally used the term to
refer to the grades of the respondents on their third grading period.
Attitude towards homework – the researchers operationally used the term
to refer to the behaviors of the students towards homework.
Homework - according to Merriam-Webster dictionary, homework is a task
that a student is given at home.
- As defined by Cooper (1989), is "any task assigned to
students by school teachers that is meant to be carried out during non-school
hours" (p. 86). Cooper’s definition has been a common one throughout
homework research (Cooper, Lindsay, Nye, &Greathouse, 1998; Cooper,
Robinson, &Patall, 2006; Dettmers, Trautwein, &Ludtke, 2009). A slightly broader
definition of homework by De Jong, Westerhof, and Creemers (2000) states
homework is "performing school curriculum tasks outside regular school classes"
(p. 1 32).
Cooper’s definition of homework, which were "in-school guided study,
home study courses, and extracurricular activities" (1989, p. 86). In 2001, these
exclusions from the definition of homework were made more specific stating, "in-
school tutoring, nonacademic extracurricular activities (i.e. clubs, sports), or

9
home study courses offered through mail, television, or other media" are not
considered homework (Cooper & Valentine, p. 1 45). It was also clarified that "the
phrase non-school hours is used because students may complete homework
during study halls, library time, or during subsequent classes" (Cooper et al.,
2006, p. 1).
Junior High School students in Science – the researches operationally used the
term to refer to the students ranging from Grade 7 to Grade 10 having Science
as their subject.
Chapter 2
REVIEW OF THE RELATED LITERATURE
This chapter presents review of related literature and studies which gave
ideas on how the researchers formulate the proposed study.
Related Literatures
Foreign Literature
Zhao (2015) of South China Morning Post (SCMP), reported that
excessive homework made Hong Kong children no time to relax for their Easter
holiday. For many primary school children, there is no time to relax during the
four-day Easter holidays, with piles of homework waiting to be done, says a
parent concern group. A co-founder, Leung Mei-yung, added that normally
primary school children also needed to do up to seven pieces of homework every
day, leaving them no time to explore other subjects or their own interests.
Another article reported by the said journalist told that the happiness of Hong
Kong schoolchildren dropped to the lowest while the time spent to homework
increased by 40 minutes t according to the survey conducted by Lingnan
University that had their study of 428 primary pupils and 718 junior secondary
pupils who found that ratings among children aged eight to nine and over 14
suffered the sharpest drop, as the time they spent on their homework was found
to be the longest. They also found that these children had less sleep than they
should have at their age.

11
In addition to that, LeTendre (2015), a Professor of Education in
Pennsylvania State University reported in an online newspaper The Conversation
that homework is not related to academic success in national and worldwide
levels. On this report, Trends in Math and science Study (TIMSS) data showed
that even elementary school kids are being burdened with large amounts of
homework. Empirical studies have linked excessive homework to sleep
disruption, indicating a negative relationship between the amount of homework,
perceived stress and physical health.
Duke Today (Ano, 2006) published a synthesis of homework related
researches and studies. More than 60 research studies relating to homework and
students’ achievements were conducted at Duke University. The studies
concluded that homework does have appositive effect on student achievement.
The studies further revealed that the positive correlation was much stronger for
secondary students --- those in grades 7 through 12 --- than those in elementary
school. The only exception is that the relationship between the amounts of
homework students does and their achievement outcomes were found to be
positive and statistically significant.
Perspectives vary, however. According to Washington Post (2006) reports
that the increase in the amount of student homework has increased arguments
against it. Alfie Kohn, a critic of homework, recently wrote, "There was no
consistent linear or curvilinear relation between the amount of time spent on
homework and the child's level of academic achievement" (2006, 15), while
12
School Library Journal (2005), posits that students are receiving higher grades
with less outside preparation.
Corno and Xu (2004) and Coutts (2004), claims that homework helps
students develop responsibility and life skills and the ability to manage tasks and
that it provides experiential learning, increased motivation, and opportunities to
learn to cope with difficulties and distractions, and academic benefits.
Meanwhile, Gill and Schlossman (1996) said that "leading educational
spokespersons have celebrated homework as essential to raise educational
standards, foster high academic achievement, and upgrade the quality of the
labor force, and link family and school in a common teaching mission".
Local Literature
De Dios (2012) in his online blog Philippine Basic Education, has reported
a recent study about the relationship between homework and learning. The
reported data indicates that it is not necessary to assign huge quantities of
homework, but it is important that assignment is systematic and regular, with the
aim of instilling work habits and promoting autonomous, self-directed learning.
The study shows that learning outcomes correlate positively with how often
homework is assigned. Therefore, although more homework does not always
correlate with better results especially when it takes too much time, more
frequent homework always goes with better scores. Another related document
added by this blogger is the compilation of results from researches about
homework. These includes:

13
• The link between homework and student achievement is far from
clear.
• Homework appears to have more positive effects for certain groups
of students:
• Homework may have nonacademic benefits.
• Too much homework may diminish its effectiveness.
• The amount of homework completed by students seems to be more
positively associated with student achievement than the amount of homework
assigned by teachers.
• After-school programs that provide homework assistance may
improve student behavior, motivation, and work habits but not necessarily
academic achievement.
• The effect of parent involvement in homework is unclear.
• There is little research on connections between specific kinds of
homework and student achievement.
Quismundo (2012) a reporter of Philippine Daily Inquirer surprised the
students with her report that by school opening, there is no more homework
instead more seatwork and shorter lectures will be employed. This new teaching
technique better known as Dynamic Learning Program (DLP) developed by

Christopher and Ma. Victoria Bernido, the physicist couple who earned the
Ramon Magsaysay Award in 2010 said that it is not only the answers to
perennial problems like the lack of public school teachers and textbooks, but also
a 21st-century method that need not rely on high technology. At the core of DLP
is a technique developed by the Bernidos called parallel learning, where teachers
spend only 20 percent of class time introducing the lesson to students and giving
them the remaining 80 percent to answer questions. By the end of a school year,
DLP students would have answered up to 6,000 questions in science, math,
economics and history subjects, among others. And because so much work is
already done in class, there is no more need to do assignments at home. The
program also allows students a “strategic break” from academics every
Wednesday, when they focus on physical education, music and arts classes.
Bro. Luistro (2010) the former secretary of DepEd signed DepEd
memorandum number 392, series of 2010 which gives guidelines on giving
homeworks or assignments to all public elementary school pupils. The
memorandum tells about homework which is banned during weekends for the
pupils to enjoy their childhood, and spend quality time with their parents without
being burdened by the thought of doing lots of homework.
Tan (2010) from GMA News Online says that private schools in the
Philippines also want to ban homework based on the memorandum given by
DepEd prohibiting public elementary school teachers from giving their pupils
homework to do over the weekend. Luistro added that some private schools are
15
in fact, already implementing the so-called homework ban. DepEd
Undersecretary for Programs and Projects Yolanda Quijano earlier explained that
Memorandum No. 392 was issued due to various complaints to the department
that school children have been receiving "too many" assignments. Luistro said
the memorandum will allow pupils and students to spend more quality time with
the family, time they would have previously spent on doing homework.
Related Studies
Foreign Study
Hayward (2010), claims that when students are assigned a
homework assignment, they make a choice to complete that assignment based
on whether they feel it is important to them. They may feel it is important to them
because of their grade, what their teacher or parents will think, or their interest in
the topic. One of the first findings from her study is that students completed more
homework assignments prior to the quiz in the post-intervention unit, but fewer
homework assignments prior to the test in the post-intervention unit.
However, McMullen (2007) on his research regarding the effects of
homework time to the academic achievement of the students demonstrates that
the amount of time students spend on homework plays a central role in
determining academic success. He used an instrumental variable estimate with
student fixed effects to account for both time-varying and time-invariant
unobserved characteristics and inputs. This technique produces estimates of the
impact of homework time on academic achievement that are much higher than
16
those of previous studies. Moreover, the findings suggest that a policy change of
assigning extra homework each week primarily improves the achievement of low
performing students and students in low performing schools. This suggests a
possible policy solution to the gap in achievement between high and low
performing students.
Eren& Henderson (2006), assessed the role of a heretofore relatively
unexplored ‘input’ in the educational process, homework, on academic
achievement utilizing parametric and non-parametric techniques. The results
indicate that homework is an important determinant of student test scores.
Relative to more standard spending related measures, extra homework has a
larger and more significant impact on test scores. However, the effects are not
uniform across different subpopulations; the researcher find additional homework
to be most effective for high and low achievers. Moreover, the parametric
estimates of the educational production function overstate the impact of
schooling related inputs. In all estimates, the homework coefficient from the
parametric model maps to the upper deciles of the nonparametric coefficient
distribution and as a by-product the parametric model understates the
percentage of students with negative responses to additional homework.
Local Study
Torio&Torio (2015) determines the perspective of pre-service elementary
teachers towards homework. The anatomy of their belief can be a key towards
addressing the issue via teacher training. The descriptive method of research
17
was used through case studies. Constant comparative method was used to
analyze results. Salient results revealed that the subjects favor the giving
homework on the following grounds: it helps add knowledge, confidence and
satisfaction. However, those who do not favor homework find it as an additional
burden and a source of additional stress. Difficulties in complying with homework
are usually associated with limited time, bad influence of peers and teacher
factor. Students usually spend late nights to comply with homework and are
unable to perform at the best of their potentials.
Synthesis of the Review
Homework or assignments have been part of the pupils’ lives in their
schooling. The purpose of which is for the pupils to increase their knowledge and
improve their abilities and skills. (DepEd Memo #392, 2010). Duke University
has conducted a research synthesis regarding homework and academic
achievement. The activity showed positive effect on student achievement. The
same result has been yielded by the studies conducted by Corno and Xu (2004)
which states that homework helps students develop responsibility and life skills
and the ability to manage tasks and that it provides experiential learning,
increased motivation, and opportunities to learn to cope with difficulties and
distractions, and academic benefits. Gill and Schlossman (1996) asserts that
homework is essential to raise educational standards, foster high academic
achievement, and upgrade the quality of the labor force, and link family and
18
school in a common teaching mission". De Dios (2012) insists that learning
outcomes correlate positively with how often homework is assigned. Hayward
(2010) claims that when students are assigned a homework assignment, they
make a choice to complete that assignment based on whether they feel it is
important to them. McMullen (2007) suggest that a policy change of assigning
extra homework each week primarily improves the achievement of low
performing students and students in low performing schools. Eren& Henderson
(2006) upholds that homework is an important determinant of student test scores.
Torio&Torio (2015) revealed that the subjects favor the giving homework on the
following grounds: it helps add knowledge, confidence and satisfaction.
However, there are also researches and literatures that yields negative or no
correlation on student achievement. Zhao (2015) reported that excessive
homework made Hong Kong children no time to relax for their Easter holiday.
LeTendre (2015) that homework is not related to academic success in national
and worldwide levels. Washington Post (2006) reports that the increase in the
amount of student homework has increased arguments against it. School Library
Journal (2005), posits that students are receiving higher grades with less outside
preparation. Quismundo (2012) reported that homework is not going to be given
by school opening in the Philippines as the new teaching technique DLP is being
implemented. Bro. Luistro (2010) signed DepEd memorandum number 392,
series of 2010 which gives guidelines on giving homeworks or assignments to all
public elementary school pupils. The memorandum tells about homework which
is banned during weekends for the pupils to enjoy their childhood, and spend
19
quality time with their parents without being burdened by the thought of doing lots
of homework. Tan (2010) reported that private schools in the Philippines also
want to ban homework based on the memorandum given by DepEd prohibiting
public elementary school teachers from giving their pupils homework to do over
the weekend. Luistro added that some private schools are in fact, already
implementing the so-called homework ban.

Chapter 3
RESEARCH METHODOLOGY
This chapter presents the method of research, population, sample size
and sampling technique, description of the respondents, research instrument,
data- gathering procedure, and statistical treatment of data. The major aim of this
study is to determine the relationship of homework and academic performance of
the Grade-9 pupils in science.
Methods of Research
The type of research method that is used by the proponents in this study
is the correlational research method. That is focused on the relationship of
attitudes towards homework and the academic performance of the Junior High
School students in science in the University of Perpetual Help System Laguna –
Isabela Campus. The correlational design focuses at the present condition. A
correlational research design allows the researchers to determine whether a
change in one variable will cause a change on the other. The researchers are
confident that this approach will congregate the outcomes that are essential to
this paper.
Locale of the Study
This study is to be conducted at the Basic Education Department of the
University of Perpetual Help System-Isabela Campus, Minante Uno, Cauayan
City, Isabela, Philippines in the academic year 2016-2017.

21
Respondents of the Study
The respondents of this study are the whole population of the Junior High
School students of Basic Education Department. Total enumeration was
employed in the evaluation of the relationship between student’s attitude towards
homework and their academic performance.
Data Gathering Instruments
The researchers will enable the use of questionnaire in gathering the
data needed by this study. The questionnaire to be used is adapted from the
study of Thomas (2014) entitled Middle School Student Perceptions of Homework
in Mathematics. The questionnaire asks the attitudes of students about Science
homework.
Data Gathering Procedures
The proponents of this study will gather relevant data by following this
steps:
1. The researchers will request permission from the Office of the School
Director to conduct the study.
2. The researchers will request permission to the Office of the School
Principal of the University of Perpetual Help System Laguna – Isabela
Campus Basic Education Department to allow the researchers to use
the institution as the locale of the study.

22
3. A letter addressed to the Science teachers of the Junior High School
students asking their consent to conduct the study in their science
class.
4. The researchers will give the respondents a letter of their parent’s
consent to include them as respondents in this study.
5. The researchers will float a questionnaire to be answered by the
respondents; and
6. The data gathered from the comparisons will be interpreted by the
researchers.
Statistical Treatment
After the retrieval of the survey questionnaires, the data gathered
will be tallied, tabulated, organized, and treated on a meaningful analysis and
interpretation of data with the following statistical tools:
1. Frequency. This will be used to determine the number of times the
data value occurs in the responses of students.
2. Percentage. This will be used to know the percentage of frequency.
Formula:
Percentage Distribution= f (100%)
N
23
Where:
F=frequency
N=total number of respondents
3. Weighted Mean. This will be used in determining the responses of
the Junior High School students on their attitudes towards homework.
Formula:
Mean = S x F
Where:
F= frequency
S= score
N= total number of the respondents
4. Likert Scale. This will be used to know where the responses of the
students belong.
SCALE INTERPRETATION VALUES
4 STRONGLY AGREE 3.80 – 4.79
3 AGREE 2.80 – 3.79
2 DISAGREE 1.80 – 2.79
1 STRONGLY DISAGREE 1.00 – 1.79

24
5. Pearson Product-Moment Correlation (r). This tool was used to
determine the relationship between the attitudes of the students
toward homework and to their academic performance.
By definition of a correlation coefficient, Pearson r can be computed
by the formula
Pearson r = rxyx=∑zxzy
n
To interpret the value of r, the following table of categorization was used.
Correlation Coefficient (r) Correlation
±1.00 Perfect Correlation
±0.75-0.99 High Correlation
±0.51-0.74 Moderate High Correlation
±0.31-0.50 Moderate Low Correlation
±0.01-0.30 Low Correlation
0.0 No Correlation
6. T-test. This tool was used to determine the significant difference on
the academic performance and the demographic profile of the

25
teachers in terms of gender.
The following category was used for the interpretation of data in
determining the rate of academic performance of the Junior High
School students.
Quantitative Description Qualitative Description
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 79 Did Not Meet Expectations

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, interprets, and analyzes the data gathered using
the questionnaire in order to determine the relationship of students’ attitudes
towards homework and their academic performance in Science. To facilitate an
easier analysis and interpretation, the data were tabulated in the order of the
statement of the problem in Chapter 1.
1. Profile of the Respondents
Table 1. Frequency and Percentage Distribution of the Respondents according
to gender.
GENDER FREQUENCY PERCENTAGE
MALE 40 44.94%
FEMALE 49 55.06%
TOTAL 89 100%
Table 1.1 presents the frequency and percentage distribution according to
gender. Out of 89 respondents, 40 are males which is 44.94% of the whole
population percentage while females dominate the whole population percentage
by 55.06% which is 49 out of 89 of the whole enumerated population. The data
reveals that majority of the respondents are female. This implies that female
students dominate Laguna – Isabela Campus.

27
2. Academic Performance of Junior High School students in Third
Quarter Science
Table 2. The Mean Third Quarter Grade of Junior High School students
Respondents Mean Grade Qualitative

Description
Junior High School 83.65 Satisfactory
students
Table 3 presents the mean third quarter grade of Junior High School
students of the school year 2015-2016. The mean grade is 83.65 which has a
verbal description of Satisfactory in the new K-12 grading system.
MolokoMphale and Mhlauli (undated), showed that there were several
factors that can contribute toward students’ low academic performance ranging
from low staff morale to students unpreparedness for the examinations.
3. Attitude of students toward homework.
Table 3. Students’ attitudes toward homework.
Item Attitude towards Homework Weighted Descriptive

Number Mean Equivalent
1 I use my science homework to help 3.35 Agree
me study.
2 Science homework is harder when I 1.92 Disagree
am not confident in my ability.
3 I feel confident when I work on 3.08 Agree
science homework.
4 I understand why teachers assign 2.80 Agree
science homework.
5 Science homework is hard when I Strongly
1.74
don’t understand the lesson. Disagree
6 People help me with my science 2.74 Disagree
homework at home.
28
7 My science teacher assigns
homework for me to practice what 3.37 Agree
we learned in class.
8 If I get stuck on a science problem, I 2.31 Disagree
just skip it.
9 Science homework helps teach me 3.20 Agree
things for the future.
10 Science homework makes me 2.31 Disagree
frustrated.
11 If I don’t understand the science 2.65 Disagree
homework, I give up on it.
12 Science homework helps me
understand the lessons from the 2.96 Agree
day’s class.
13 Science homework doesn’t help me 2.85 Agree
learn.
14 It is hard to do my science 2.49 Disagree
homework at home.
15 I am easily distracted when I do my 2.32 Disagree
science homework.
16 I do better on tests and quizzes 3.04 Agree
when I do my science homework.
17 I use online resources to help me 3.22 Agree
complete my science homework.
18 I am very focused when I do my 3.03 Agree
science homework.
19 Doing my science homework allows 2.35 Disagree
me to study less.
20 Science homework is just busy 2.28 Disagree
work.
21 I do better on science homework 3.18 Agree
when I feel more confident.
22 Science homework is easier if I 3.29 Agree
understood the lesson in class.
23 I get help on my science homework 2.98 Agree
outside of school.
24 I have access to a computer if I
need it to complete my science 3.37 Agree
homework.
29
25 I have a quiet spot to do science 3.11 Agree
homework after school.
26 I like when other people help me on 3.29 Agree
my science homework.
27 I feel confident in my science ability. 3.06 Agree
28 My science teacher assigns too 2.13 Disagree

much homework.
29 My parents make me more
confused when they try to help me 2.15 Disagree
on my science homework.
30 I am willing to continue to work on a 3.12 Agree
problem I get stuck on.
Average Weighted Mean 2.79 Disagree
Table 4 presents the attitudes of the respondents toward homework. Of
the 30 statements describing the student’s attitude towards homework, 18
statements were agreed and the 11 statements got disagreements and the
remaining statement was strongly disagreed. Two statements of attitude towards
homework were rated as rated as 3.37 agreeing on their science teacher
assigning homework for them to practice what they learned in class and having
access to a computer if they need it to complete their science homework. A
statement was rated 1.74 as strongly disagreement to the science homework is
hard when I don’t understand the lesson.
Thomas (2014) have shown that students reported positive attitudes and
grades in math class. Gender and general level of achievement in mathematics
class did show a relationship with certain aspects of students’ responses
regarding homework. Similarly, Al-shara and Abed (2008) revealed that students
held positive attitudes toward homework they also indicated that there were
30
statistically significant mean differences in students' attitudes towards homework
with respect to achievement level and school type, whereas no statistically
significant mean differences were found with respect to gender and grade level.
4. Significant difference between attitudes of the respondents
towards homework in terms of gender
Table 4. Test on Significant Difference on the Attitude towards Homework as to
Respondents’ Gender.
Variable Computed t Critical Decision Remarks
Value
Attitude Accept the Not
towards 0.2626 1.9905 Null Significant
Homework Hypothesis
vs.
Gender
Table 2 presents significant difference between attitudes of the
respondents towards homework in terms of Gender.
It shows that the computed t value is 0.2626 while the computed critical
value is 1.9905. This indicates that the computed t value is lower than the critical
value, therefore, the null hypothesis is accepted which means significant.
This implies that there is no significant difference between student’s
attitudes toward homework in terms of gender. The same result was obtained
from the study of Feng et al,. (undated) where their results suggested no
31
significant difference between the time the two genders spent homework overall.
However, Corno and Xu (2006) posits that rural middle school girls reported
taking more initiative than their male counterparts in the majority of homework
management strategies examined (i.e., to budget time, to be self-motivating
during homework, and to control potentially interfering emotions). These findings
were in line with the theoretical claims of Covington, 1992, 1998; Deslandes &
Cloutier, 2002; Harris et al., 1993; Jackson, 2002, 2003 and related empirical
studies Harris et al.,1993; Hong & Milgram, 1999 implying that girls tend to hold
more positive attitudes toward homework and expend greater effort on doing
homework.
5. Significant Relationship between Students’ Attitudes toward
Homework and Academic Performance.
Table 5. Test on Significant Relationship between Students’ Attitudes toward
Homework and Academic Performance
Variable Computed Verbal P Value Decision Remarks

r Interpretation at 0.05
Attitude
towards Negligible Accept the Not
Homework 0.10354 Positive 0.3343 Null Significant
and Correlation Hypothesis
Academic
Performance
Table 5 presents the Test on Significant Relationship between Students’
Attitudes toward Homework and Academic Performance.
Basing from the results, the computed r value is 0.10354 which means
Negligible Positive Correlation. The computed p value 0.3343 is higher than the
P value, so the decision must be to accept the null hypothesis. Thus, the
relationship is not significant. Therefore, students’ attitudes toward homework
have no significant relationship to their academic performance.
Similar findings were identified by Hayward (2010) which claims that
when students are assigned a homework assignment, they make a choice to
complete that assignment based on whether they feel it is important to them.
Kohn (2006) wrote that , "There was no consistent linear or curvilinear relation
between the amount of time spent on homework and the child's level of academic
achievement".
However, contradictive findings revealed that homework helps students develop
responsibility and life skills and the ability to manage tasks and that it provides
experiential learning, increased motivation, and opportunities to learn to cope
with difficulties and distractions, and academic benefits. Similar with the study of
Gill and Schlossman (1996) which asserts that homework is essential to raise
educational standards, foster high academic achievement, and upgrade the
quality of the labor force, and link family and school in a common teaching
mission, another study upholds that homework is an important determinant of
student test scores. Similar with Torio and Torio (2015) which revealed that the
33
subjects favor the giving homework on the following grounds: it helps add
knowledge, confidence and satisfaction.

Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, conclusion and recommendations of
the study.
Summary of Findings
1. Profile of the Respondents in terms of Gender;
With regard to gender, females dominate the whole population of Junior
High School students with 49 or 55.06% of the whole population while 40 or
44.94% are males in the whole population.
2. Academic Performance of Junior High School students in Third

Quarter Science
The mean grade of the Junior High School students is 83.65 which have a
verbal description of Satisfactory in the new K-12 grading system.
3. Attitude of students toward homework.
Of the 30 statements describing the student’s attitude towards homework,
18 statements were agreed and the 11 statements got disagreements and the
remaining statement was strongly disagreed. Two statements of attitude towards
homework were rated as rated as 3.37 agreeing on their science teacher
assigning homework for them to practice what they learned in class and having
access to a computer if they need it to complete their science homework. A

35
statement was rated 1.74 as strongly disagreement to the science homework is
hard when I don’t understand the lesson.
4. Significant difference between attitudes of the respondents towards

homework in terms of gender
It shows that the computed t value is 0.2626 while the computed critical
value is 1.9905. This indicates that the computed t value is lower than the critical
value, therefore, the null hypothesis is accepted which means not significant.
This implies that there is no significant difference between student’s
attitudes toward homework in terms of gender.
5. Significant Relationship between Students’ Attitudes toward

Homework and Academic Performance.
Basing from the results, the computed r value is 0.10354 which means
Negligible Positive Correlation. The computed p value 0.3343 which is higher
than the P value, so the decision must be to accept the null hypothesis. Thus, the
relationship is not significant. Therefore, students’ attitudes toward homework
have no significant relationship to their academic performance.
Conclusions
In the lights of the findings of this study, the following conclusions were
drawn:
With the profile of the respondents more specifically gender, majority of
the respondents are female. Students agree on their science teacher assigning
36
homework for them to practice what they learned in class and having access to a
computer if they need it to complete their science homework while strong
disagreement to the science homework is hard when they don’t understand the
lesson. Both males and females of the Junior High School students have similar
attitudes toward homework. The relationship of attitude towards homework and
academic performance is not significant meaning they have no relationship at all.
Recommendations
Since the researchers only gathered all the information through survey
questions of the attitude of the students towards homework and their academic
performance, the researchers recommend the following;
The teachers are recommended to give more homework in Science
subject so that the students can learn more from that homework. From the result
of students using computers to complete their homework, the teachers are
recommended that they should give more computer-based homework and more
on research-based homework. Meanwhile, strong disagreement of science
homework is hard when they don’t understand the lesson, this implicates that the
teacher is recommended to give homework for every lesson.
Furthermore, the next future researchers may study other factors regarding the
relationship between homework and academic performance in terms of time
spent on doing homework, type of homework, frequency of giving homework,
difficulty of the homework and etc.

37
BIBLIOGRAPHY
Anonymous, (2006). Duke Study: Homework Helps Students Succeed In School,

As Long As There Isn't Too Much.
https://today.duke.edu/2006/03/homework.html
Cooper, H. (1989a). Homework. White Plains, NY: Longman.
Cooper, H. (2001). Homework for all—in moderation. Educational Leadership, 58,
34-38.
Cooper, H. (1989b). Synthesis of research on homework. Educational Leadership,
4, 85-91.
Cooper, H., et al. (2000). Homework in the home: How student, family, and
parenting style differences relate to the homework process. Contemporary
Educational Psychology, 25, 464-487.
Cooper, H., et al. (2000). Homework in the home: How student, family, and
parenting style differences relate to the homework process. Contemporary
Educational Psychology, 25, 464-487.
Cooper, H., et al. (1998). Relationships among attitudes about homework, amount
of homework assigned and completed, and student achievement. Journal
of Educational Psychology, 90(1), 70-83.
Corno, L., & Xu, J. (2004). Homework as the job of childhood. Theory into
Practice, 43, 227-233.
Coutts, P. M. (2004). Meanings of homework and implications for practice. Theory
Into Practice, 43, 182-188.
De Jong, R., et al. (2000). Homework and student math achievement in junior
high schools. Educational Research and Evaluation, 6(2), 130-157.
De Dios (2012). Homework or no Homework?
http://www.philippinesbasiceducation.us/2012/10/homework-or-no-
homework.html
Ellsasser, 2007. The effects of homework on student’s achievement.

www.digitalcommon.brockport.edu. Cited by Hayward, J. M. (2010)
Eren, O. & Henderson, D. J. (2006). The Impact of Homework on Student

Achievement
38
Gill, B., &Schlossman, S. (1996). A sin against childhood: Progressive education
and the crusade to abolish homework, 1897-1941. American Journal of
Education, 105, 27-66.
Hayward, J.M (2010). The Effects of Homework on Student Achievement
Hyde, J. S. et al. (2006) Homework Practices and Mother-Child Interactions Doing

Mathematics
psych.wisc.edu/alibali/home/Publications_files/Hydeetal2006.pdf
Kohn, A. (2006, September). Abusing research: The study of homework and other
examples. Phi Delta Kappan, 8-22.
LeTendre, G. K. (2015). Homework could have an effect on kid’s health. Should
schools ban it? The Washington Post
http;//www.washintonpost.com/posteverything/wp/2015/09/02/homework-
could-have-an-effect-on-kids-health-should-schools-ban-
it/?utm_term=.50eea4fc1aad
Bro. Luistro, A. B. (2010) Guidelines on Giving Homework or Assignments to All
Public Elementary School Pupils. DepEd Memorandum No. 392, s. 2010
McMullen, S. (2007) The Impact of Homework Time on Academic Achievement
Paschal, R. A.,et al. (1984). The effects of homework on learning: A quantitative
synthesis. Journal of Educational Research, 78, 97-104.
Pilgrim, T. (2013) Homework: Harmful or Helpful?
http://edufow.wordpress.com/2013/10/03/homewrok-harmful-or-helpful/
Quismundo, T. (2012) School opening surprise: No more homework
http://technology.inquirer.net/11659/school-opening-surprise-no-more-
homework
Strauss, V. (2012) Homework: An unnecessary evil? … Surprising findings from
new research. The Washington Post.
http://www.washingtnpost.com/news/answer-
sheet/wp/2012/11/26/homework-an-unnecessary-evil-surprising-findings-
from-new-research/
Tan, K. (2010) Private schools also want homework ban.
http://www.gmanetwork.com/news/story/202021/news/nation/private-
schools-also-want-homework-ban-says-deped-chief
Torio, V. A., & Torio, M. Z. (2015) The dilemma of giving mathematics homework
39
from the perspective of pre-service elementary teachers.
Zhao, S. (2015) Happiness of Hong Kong schoolchildren drops to new low,
homework increases by up to 40 minutes a day: Lingnan University survey.
http://m.scmp.com/nes/hngkong/education-
community/article/1931760/happiness-hongkong-schoolchildren-drops-new-low
APPENDIX A
QUESTIONNAIRE
41
Part 1. Attitudes of the students towards Homework
Homework Survey
This survey will ask you questions about your feelings about math homework and
your math homework habits. You will also be asked a few background questions
at the end of the survey. This survey may help teachers understand more about
how students think about homework. If you are willing to participate in the survey,
please read and answer the questions thoughtfully and truthfully, focusing on the
way you think and feel about math homework. If you do not wish to answer a
question, just skip it and move on to the next question. There will be no penalty
for not completing the survey. When you are done, please return the survey and
the parent permission form in the envelope to your teacher. Please do not put
your name on the survey. Take your time and check the response that best
describes you.
Gender: Male:_____ Female:_____
4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree
Statements 4 3 2 1
1. I use my math homework to help me study.
2. Math homework is harder when I am not confident in my
ability.
3. I feel confident when I work on math homework.

42
Statements 4 3 2 1
4. I understand why teachers assign math homework.
5. Math homework is hard when I don’t understand the
lesson.
6. People help me with my math homework at home.
7. My math teacher assigns homework for me to practice
what we learned in class.
8. If I get stuck on a math problem, I just skip it.
9. Math homework helps teach me things for the future.
10. Math homework makes me frustrated.
11. If I don’t understand the math homework, I give up on it.
12. Math homework helps me understand the lessons from the
day’s class.
13. Math homework doesn’t help me learn.
14. It is hard to do my math homework at home.
15. I am easily distracted when I do my math homework.
16. I do better on tests and quizzes when I do my math
homework.
17. I use online resources to help me complete my math
homework.
18. I am very focused when I do my math homework.
19. Doing my math homework allows me to study less.

43
Statements 4 3 2 1
20. Math homework is just busy work.
21. I do better on math homework when I feel more confident.
22. Math homework is easier if I understood the lesson in
class.
23. I get help on my math homework outside of school.
24. I have access to a computer if I need it to complete my
math homework.
25. I have a quiet spot to do math homework after school.
26. I like when other people help me on my math homework.
27. I feel confident in my math ability.
28. My math teacher assigns too much homework.
29. My parents make me more confused when they try to help
me on my math homework.
30. I am willing to continue to work on a problem I get stuck
on.
APPENDIX B
LETTERS
45

January 23, 2017
WARREN L. CALILUNG, ED. D.

School Director
Through: RAQUEL M. TABADAY, MA Ed.

Dean, College of Arts and Education
Dear Sir:
Perpetualite greetings!
We, the third year students taking up Bachelor of Secondary Education, Major in Biological
Science, are currently conducting a study entitled “HOMEWORK AND ACADEMIC
PERFORMANCE IN SCIENCE OF GRADE 8 PUPILS.”
In this regard, may we seek approval from your good office for us to conduct the study in our
campus particularly at particularly at the Basic education Department on January 30, 2017 in
order for us to gather the necessary data for our thesis. Rest assured that we shall uphold the
Perpetualites values and identity at all times.
Your permission to conduct this study will be greatly appreciated.
Thank you and God bless!
Respectfully yours,
JERWIN P. CANTERAS
RODESSA D. CARBALLO
FRADEL B. TUMBAGA
Noted by:
MADEILYN B. ESTACIO, Ph.D

Thesis Adviser
46

January 23, 2017
RAQUEL M. TABADAY, MA Ed.

Principal
Basic Education Department – UPHSIC
Dear Ma’am:
Perpetualite greetings!
Science, are currently conducting a study entitled “HOMEWORK AND ACADEMIC
PERFORMANCE IN SCIENCE OF GRADE-8 PUPILS.”
In this regard, may we humbly ask permission and approval from your good office to conduct our
study in your department involving the Grade 8 students as our participants. We are planning to
administer the observation on January 30, 2017 in order for us to gather the necessary data for
our thesis. Results of the study shall be forwarded to you after our final defense and revisions for
your perusal.
Your permission to conduct this study will be greatly appreciated. Rest assured that all data
gathered will be used for school purposes only and shall be kept with utmost confidentiality.
Thank you and God bless!
Respectfully yours,
JERWIN P. CANTERAS
RODESSA D. CARBALLO
FRADEL B. TUMBAGA
Noted by:

Thesis Adviser

January 23, 2017
Dear Parents:
Science, are happy to inform you that we have chosen your son/ daughter as respondent for our
thesis entitled “HOMEWORK AND ACADEMIC PERFORMANCE IN SCIENCE OF GRADE
– 8 PUPILS.”
May we solicit your full support for the conduct of the said study. The data will be used for
school purposes only. We assure you that any information from your son/daughter will be kept
with strict confidentiality and shall be forwarded to their school Principal for program
improvements.
Thank you and Godbless.
Respectfully yours,
JERWIN P. CANTERAS
RODESSA D. CARBALLO
FRADEL B. TUMBAGA
Noted by:

Thesis Adviser
Recommending Approval:
RAQUEL M. TABADAY, MA Ed.

Principal
______________________________________________________________________________
I hereby allow my child to take part in the study provided that his/her identity and other
information shall be kept confidential.
Signature over printed name: Date:
____________________________ ________________________
APPENDIX C
COMPUTATION
49
Table 4
Test on Significant Difference on the Attitude towards Homework as to
Respondents’ Gender.
T-test
t-Test: Two-Sample Assuming Unequal Variances

Variable 1 Variable 2
2.9 3.033333333
Mean 3.017179487 2.999234973
Variance 0.114498561 0.105786812
Observations 39 61
Hypothesized Mean Difference 0
df 79
t Stat 0.262585047
P(T<=t) one-tail 0.396776991
t Critical one-tail 1.664371409
P(T<=t) two-tail 0.793553982
t Critical two-tail 1.99045021
Table 5
Test on Significant Relationship between Students’ Attitudes toward Homework
and Academic Performance
SUMMARY OUTPUT
Regression Statistics
0.10354
Multiple R 0427
0.01072
R Square 062
-
Adjusted R 0.00065
Square 0407
Standard 6.88783
Error 1726
Observatio
ns 89
ANOVA
50
Significanc
df SS MS F eF
44.7285 44.7285 0.9428 0.3342502
Regression 1 9507 9507 0136 59
4127.47 47.4422
Residual 87 3652 2589
4172.20
Total 88 2247
Uppe
Coeffici Standar r Lower Upper
ents d Error t Stat P-value Lower 95% 95% 95.0% 95.0%
77.3314 6.54997 11.8063 9.2477 64.312628 90.3 64.31 90.35
Intercept 2288 9872 6039 3E-20 64 5022 263 022
- -
X Variable 2.10946 2.17251 0.97097 0.3342 2.2086400 6.42 2.208 6.427
1 6719 397 9588 50259 4 7573 64 573
APPENDIX D
CURRICULUM VITAE
52
Personal Data
NAME: Carballo, Rodessa D.

ADDRESS: Albano st., Cauayan City, Isabela
DATE OF BIRTH: July 02, 1998
PLACE OF BIRTH: Cauayan City, Isabela
AGE: 18
SEX: Female
CIVIL STATUS: Single
RELIGION: Roman Catholic
NATIONALITY: Filipino
FATHER’S NAME: Carballo, Guillermo C.
MOTHER’S NAME: Carballo, Gemma D.
Educational Background
TERTIARY LEVEL: University of Perpetual Help System –
Isabela Campus
SECONDARY LEVEL: Cauayan City National High School –
Main Campus
PRIMARY LEVEL: Cauayan South Central School
53
Personal Data
NAME: Canteras, Jerwin Piedad

ADDRESS: Banquero, Reina Mercedes, Isabela
DATE OF BIRTH: July 14, 1998
PLACE OF BIRTH: Reina Mercedes, Isabela
AGE: 18 years old
SEX: Male
FATHER’S NAME: Bernardino M. Canteras
MOTHER’S NAME: Cynthia V. Piedad
TERTIARY LEVEL: University of Perpetual Help System
Laguna – Isabela Campus
SECONDARY LEVEL: Banquero Integrated School
PRIMARY LEVEL: Banquero Integrated School
54
Personal Data
NAME: Tumbaga, Fradel B.

ADDRESS: Nungnungan II, Cauayan City, Isabela
DATE OF BIRTH: April 23, 1998
PLACE OF BIRTH: Cauayan City
AGE: 18
SEX: Male
FATHER’S NAME: Tumbaga, Francisco G.
MOTHER’S NAME: Tumbaga, Erlinda B.
TERTIARY LEVEL: University of Perpetual Help System
Laguna – Isabela Campus
SECONDARY LEVEL: Sillawit National High School
PRIMARY LEVEL: Nungnungan II Elementary School

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University of Perpetual Help System Laguna-Isabela Campus

Minante Uno, Cauayan City, Isabela

ATTITUDES TOWARD HOMEWORK AND ACADEMIC PERFORMANCE

An Undergraduate Thesis Presented to

This undergraduate thesis entitled “ATTITUDES TOWARD HOMEWORK

Accepted and approved in partial fulfillment of the requirement for the

RAQUEL M. TABADAY, MAED

This is to certify that thesis entitled “ ATTITUDES TOWARD

MADEILYN B. ESTACIO, Ph.D.

This is to certify that thesis entitled “ ATTITUDES TOWARD

understanding in accomplishing this research. Without Him, this research would

not be possible. They are likewise indebted to the following individuals:

effort in helping them in their research;

To sir Benjamin Abregado, as statistician of the researchers and for

diligently treating the statistics of this research;

ideas during their lives.

This work is dedicated to the dependable and loving families of the

Title: ATTITUDES TOWARD HOMEWORK AND

Researchers: Jerwin P. Canteras

Degree: Bachelor of Secondary Education Major in

Academic Year: 2016-2017

Adviser: Ma’am Madeilyn B. Estacio

Editor’s Certification…………………………………………………………….. iii

Statistician’s Certification………………………………………………………. iii

Table of Contents……………………………………………………………….. viii

1. THE PROBLEM AND IT’S BACKGROUND…………………………. 1

Background of the Study…………………………………………… 2

Paradigm of the Study……………………………………………… 5

Statement of the Problem………………………………………….. 5

Significance of the Study…………………………………………… 6

Scope and Delimitation……………………………………………... 7 ix

2. REVIEW OF THE RELATED LITERATURE AND STUDIES………. 10

Synthesis of the Study……………………………………………… 17

Locale of the Study………………………………………………….. 20

Respondents of the Study………………………………………….. 21

Data Gathering Instruments………………………………………... 21

Data Gathering Procedures………………………………………... 21

4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 26

5. SUMMARY OF FINDINGS, CONCLUSIONS AND

Appendix D. Curriculum Vitae………………………………………… 51

Table 1. Frequency and Percentage Distribution of the Respondents

Table 2. The Mean Third Quarter Grade of Junior High School

Table 3. Students’ attitudes toward

Table 4. Test on Significant Difference on the Attitude towards Homework

Table 5. Test on Significant Relationship between Students’ Attitudes

toward Homework and Academic Performance………………………………. 32

Figure 1. Paradigm of the Study………………………………………………… 6

THE PROBLEM AND ITS BACKGROUND

According to Paschal et al. (2001), the amount of home stimulation

students receive can affect their achievement in school by as much as 50%.

student success. Homework assignments that are well designed, well-planned

how it will help them succeed.

The relationship of homework on students’ academic performance is

homework-academic performance relationship have strived to address. The

question of how homework affects student academic performance is an important

one considering the ultimate goal as a teacher is for students to be successful

and make an impact in the world.

As perceived by the researchers during off-campus observations,