STAKEHOLDERS’ PERCEPTIONS ON “NO HOMEWORK POLICY”

IN A PHILIPPINE PUBLIC SECONDARY SCHOOL

Ma. Veronica M. Labata

Master Teacher 1
Tanauan School of Craftsmanship and Home Industries

Abstract

This qualitative-phenomenological study determined the perceptions of stakeholders

on the No-homework policy of the Department of Education. Purposively selected

stakeholders which include eight (8) teachers, twelve (12) students, and seven (7) parents

were subjected to one-on-one semi-structured interview. Data gathering procedure includes

recording of the interview process. 30-pages of transcriptions were produced from the

recorded interview. The researcher subjected these transcripts for data analysis procedure

using Colaizzi’s method of data analysis. Results in themes revealed that stakeholders

perceived the non-homework policy as agreeable, disagreeable and one has no idea of the

policy at all. Recommendations were drawn out from the results of the study.

Key word: No-homework Policy, Stakeholders, phenomenology, Colaizzi’s method of data

analysis

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Introduction
Background of the Study
It has become a daily routine for students to bring home school tasks every day during
school days in most educational institutions around the world. School tasks or homework in
the form of math problems to be solved, poems to be memorized, and drills to be practiced
are given to students for them to do at home with the help of their parents. These are the tasks
that are supposed to provide reinforcement and enrichment of the new concepts learned by
students in the school (Coulson, 2014).
Policies in different institutions around the world on no homework policy have been
actively carried on due to its effect on the educative process. Among countries of the world,
South African primary school was the first to introduce the no-homework policy because of
resource disparity with family cultures, values, and resources. In the case study of a public
school in the Western Cape Province, one of the resource disparities in South Africa is the
unstable family structures, where either one or both parents are not present (Pfeiffer, 2018).
Researchers like Kralovec and Buell (2000), as cited by Pfeiffer (2018), agree to no
homework policy because environments often made it impossible to complete assignments at
home. Moreover, McCormick (2014), in his dissertation "The Influence of Homework on the
Educational Experiences of Sixth Grade Students from Low Socio-Economic Status posited
that one of the factors that control the completion of homework at home is due to economic
status of the family. These findings also concurred in the study of Iflazoglu & Hong (2012)
that although families of low socio-economic backgrounds may value education as much as
others, parents are unable to provide their children the assistance with homework due to
financial or time constraints. Students who return home each afternoon to engage in the
completion of assignments are not all experiencing the same phenomenon (Bembenutty,
2011).
In the Philippines, the No Homework Policy Bill was implemented last September
16, 2010, through a DepEd Memorandum No. 392, s.2010. The policy which mandates that
no homework or assignments should be given to elementary pupils during weekends for them
to enjoy their childhood, and spend quality time with their parents without being burdened by
the thought of doing lots of homework every day. This policy was implemented because there
were complaints from parents that the family's quality time is being compromised due to
many assignments to be done during weekends by the pupils. This caused an emerging and
persistent issue in public schools today. There are arguments that arises regarding giving
homework that would help the students' academic performance, or is it only a burden to both
parents and students.
It took nine years of implementation of No Homework Policy for elementary pupils
before the policy was evaluated by some Senators and Representatives, namely; Senator Poe,
Rep. Alfred Vargas, and Rep. Evelina G. Escudero, respectively. In their House and Senate
Bill 966, 3883, & 3611, these lawmakers favor that there is a need to imposed the no-
homework policy not only in the elementary level but also in the secondary levels due to
some reasons such as: for learners to have quality time with their family and friends, and
protecting the health of the schoolchildren since because of homework schoolchildren carry
heavy bags and books which causes lousy posture and eventually leading to fatigue, spinal
diseases and related illness of students both elementary and secondary (House Bill No. 3611,
House Bill No. 3883 and Senate Bill No. 966).
Reactions have been prevalent to stakeholders such as teachers, parents, and students
on these bills of No Homework Policy. Stakeholders in the elementary levels agree to this

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policy because children still need more bonding and quality time with their parents.
Meanwhile, the policy raised arguments among stakeholders in the secondary levels. In the
monthly meetings with parents of the junior and senior high school, some oppose since they
observed that their children prefer using gadgets during their spare time because there is no
homework assigned to them. Students waste their time playing e-games like mobile legends,
clash of clans, and the likes. For this reason, some parents favor giving homework every day
to avoid too much use of gadgets by the students at home.
In Tanauan School of Craftsmanship and Home Industries, it was observed by the
teachers that students do not do their homework at home; instead, they do it in school.
Moreover, some students don't work and submit their assignments at all since students reason
out that they come home late and are requested by parents to do errands at home. With the
varying comments and observations on the policy by the stakeholders, the researcher desires
to assess the perceptions of the stakeholders on no homework policy. The results of the study
are viewed as necessary if there is a need to redesign and evaluate the said policy.
In this study, perceptions of grade seven (7) stakeholders of Tanauan School of
Craftsmanship and Home Industries shall be given importance to account changes in
curriculum and encourage other researchers and legislators in strengthening policies in the
Department of Education.
Statement of the problem
This study determined the grade twelve stakeholders' of Tanauan School of
Craftsmanship and Home Industries on "No Homework Policy" of School Year 2019-2020.
Specifically, this research paper sought to answer the following: `
1. What are the perceptions of teachers, students, and parents on no homework
policy?
2. What recommendations can be drawn out from the study?

Theoretical Framework of the Study

Learning can take place everywhere. The classroom is not the only place for
education to occur. Besides, literacy is not only functional in the school but also extended
through the community (Singh 2010). In outdoor settings, children are more motivated to
work together in groups where they can improve their social skills.
This study aligns with a theoretical framework that supports the idea that learning can
take place with exposure to environments, doing their tasks on their own, or education guided
with parents at home. Learning, therefore, is based on experience and often labeled as
experiential learning (Kolb, 1984). It is an integral part of how humans learn, grow, and
developed. Kolb proposed the experiential learning model to conceptualize learning as a
means to better understand the different ways that individuals learn experientially.
Experiential Learning Theory or ELT is a dynamic view of education based on the learning
cycle driven by the resolution of dual dialectics of action/ reflection and experience/
abstraction. It is a holistic theory that defines learning as the primary process of human
adaptation involving the whole person. As such, ELT is applicable not only in the formal
education classroom but in all areas of life. The process of learning from experience is
ubiquitous, present in human activity everywhere all the time.

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 Learning through experience is relevant to the concept of giving home works since
human learning as the process of social adaptation involving the whole person is not only in
formal education but also occurs outside of school premises (Kolb &Kolb, 2009).
In the study of McCormick (2014) on the Influence of homework on the Educational
Experiences of grade six students from low socio-economic backgrounds, he cited the Human
Ecology theory. The theory explains how a person developed as a person through interaction
from his environment. This theory works in tandem with experiential learning theories since
both focus on learners' ability to learn based on the experiences and interactions of their
environment. The researcher believed that these two theories are parallel from each other
since it can explain why some researchers agree that no homework policy is not applicable
and should not be imposed to public high schools.
Furthermore, McCormick (2014) cited several studies which supported the human ecology
theory, which in turn used by the researcher to reinforce the importance of homework such
as:
"Parental involvement in the educational experience of their children is of great
relevance as it demonstrates their belief in the importance of attaining quality education and
the impact it will have on later life (Hong & Eamon, 2012). Those students are receiving a
high level of support from the home ae shown to develop positive character traits and avoid
negative behaviors (Peabody, 2012). Positive environmental interactions have a positive
effect on student's perceptions towards school. (Hong & Eamon, 2012). The homework
environment of students "can have considerable effects on whether students complete the
given tasks" (Bang et al., 2011)
Since it is a home that considers the environment of school children, family's
Influence plus the context for which they do their schoolwork tasks suggest that doing
homework is still the best for students' academic achievement and also a family bonding
time.
Another theory that works well with the two arguments cited above is the Self-
Efficacy Theory. The researcher wishes to adopt and integrate this theory since it has a
congruency with the other theories cited.It completes the idea of the advantages and
disadvantages of no homework policy since, in this study, perceptions of stakeholders may
have advantages and disadvantages depending on how they understand the concept of no
homework policy.
"Self-efficacy theory is centrally relevant to individual's belief in their capacity to
successfully carry out given tasks and the consequent impact of this self-belief on motivation
and achievement." Conceptualized by Albert Bandura (1977), self-efficacy theory explains
why specific individuals appear more adept at working through tasks or assignments while
others seem to give up quickly. It is hypothesized that students with a high sense of self-
efficacy are more likely to find alternative courses of action when challenges arise. High
levels of self-efficacy also increase levels of effort and persistence (Bandura, 1997). Self-
efficacy theory acknowledges the full range of human capabilities and interests (Bandura,
1997). Because of this diversity, people differ both in what realms they develop self-
efficacious tendencies and to what extent they produce them. Self- efficacy beliefs consider
"not only the exercise of control over the action, but also self-regulation of thought processes,
motivation, and affective and physiological states" (Bandura, 1997). According to Bandura
(1997), it takes only a minimal number of failures for someone to develop a lack of self-
efficacy toward particular tasks, which can lead to depression and a sense of helplessness.
Bandura has shown when people doubt their capabilities to be successful in certain activities,
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they find it hard to motivate themselves, and they slacken their efforts or give up quickly in
the face of obstacles. They have low aspirations and a weak commitment to the goals they
choose to pursue. In taxing situations, they dwell on their deficiencies, the formidableness of
the task, and the adverse consequences of failure. Such perturbing thinking further
undermines their efforts and their analytic thinking by diverting attention from how best to
execute activities to concerns over personal deficiencies and possible calamities.
When research concerning self-efficacy is carefully examined, there is an excellent
consistency demonstrating the impact efficacy beliefs have on motivation and performance
(Bandura, 1997; Lorsbach & Jinks, 1999 Bembenutty, 2011). Lorsbach and Jinks (1999)
concluded low self-efficacy could become a downward spiral: less effort, less success, less
self-efficacy. Although not irreversible, this spiral must be stopped by creating positive
experiences. Regarding education, Bandura (1997) demonstrated efficacy beliefs affect
academic performance rather than just reflecting innate cognitive ability. When students of
similar cognitive ability were administered a test, those with high self-efficacy performed at a
higher level. The ramifications of these findings are critical for educators to consider.
Bouffard-Bouchard (1990) manipulated the efficacy beliefs of students in one study. Students
were compared to fictitious peers and either saturated with high or low self-efficacy beliefs.
Their actual cognitive ability level was ignored. The results showed those whose efficacy was
raised performed at a higher intellectual level than their peers of equal cognitive ability
whose efficacy had been lowered (Bouffard-Bouchard, 1990). Their efficacy beliefs affected
their accomplishments.
A student's perceived self-efficacy is a better indicator of academic performance than
the acquisition of skills alone (Bandura, 1997). A child's innate cognitive ability can be
hidden from view when their level of efficacy is lacking. This provides much for educators to
ponder when they reflect upon students of high cognitive ability who just don't seem to care.
Negative academic experiences may have led to low efficacy (Bandura). The self-efficacy of
a child can be increased or decreased, depending upon the number of positive or negative
educational interactions they experience (Bembenutty, 2011). When parents place unrealistic
demands on their children to excel academically, the stress can affect their efficacy (Bandura,
1997). Teachers who demonstrate displeasure over a child's work potentially affect their
efficiency. As negative experiences multiply, efficiency toward education plummets
(Bembenutty, 2011).
Homework contributes to a child's perceived efficacy (Bang, 2011). Those who
complete it successfully regularly develop higher self-efficacy. The perceived self-efficacy of
those who do not complete assignments is apt to diminish. For some, "homework can be
overwhelming…leading to frustration, disengagement from school, and low academic self-
efficacy" (Bang, 2011). The three theories cited in this study explains why homework still the
best tool for achieving high academic performance since the bottom line that supports the
learning capabilities of students is aided with the help of stakeholders.
Review of Literature and Studies
Homework is very common for all pupils and students. It has been present in the
curriculum for so many years. It has been used as a way to check what learners know and
understand what they have been taught in class. It is a natural extension of the curricular
programs because it is an integral component of instruction. Assignment/homework is
included as one of the essential parts of the lesson plan. A teacher cannot deliver the lesson
ultimately without giving assignments to the students.

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 The no-homework policy remains a controversy nowadays; thus, in this section, it will
present literature related to Stakeholders' Perception of No Homework Policy based on
researches and studies.
On August 27, 2019, a bill was approved by the House of Representatives, mandating
a no homework policy from kinder to grade 12 in all public schools in the Philippines. The
law was implemented after observation from students who go to school carrying heavy bags
with books needed in answering their assignments. (Sen. Grace Poe, 2019). There were also
complaints from the parents at the elementary level about the effects of so many homework's
given to the pupils.(DepEd Order No.3866) Stakeholders perceive the bill in different
standpoint, for some teachers it is helpful for they felt that it is only a burden checking
assignments every day, findings also revealed that the teachers years on the job and attitude
towards homework/ assignment is found to have a negative correlation; such that the more
experienced the teacher, the more negative his/her attitude to homework.( Cordova,
Pagtulun-an, & Tan 2019) while some teachers still agree that giving homework will help
students develop skills, encourage students to develop good work habits, motivate students to
learn, or help students prepare for their exams. (Maharaj-Sharma and Sharma, 2016:146;
Pytel, 2007).
In the study conducted by the Central Mindanao University, Bukidnon Philipines, the
perception of homework of teachers, parents, and students varies on the purpose and benefits
of giving assignments. Some teachers and educators view it as needed in the expansion of
daily instruction; parents view it as needed for their children learning while students
understand it that it is part of their busy lives. In a similar study, Cordova et.al cited
researches of Hughes and Green Hough (2002) on the diversity of views on homework by
teachers, parents, and students. Some parents strongly support it and see value in it, while
others see it as making excessive demands in their children's time and energy. The research of
Hughes and Green Hugh (2002) also shows that for many parents and headteachers the value
of homework is symbolic: it is a sign of good school rather than having intrinsic value as a
learning experience. (Cordova et al. 2019)
In the same study, Cordova et al. (2019) use the significant findings of
Vandenbussche, Griffiths, and Schere (2014) in their research, over 90% of students surveyed
do prefer that homework contribute to their course grade. Also, the result of the study of
Vadenbussche et al. (2014) find an interesting indication that grading homework for
completeness is thought by the students to be more motivating than grading for correctness.
On the other hand, perceptions of the effects of homework on student achievement at a
suburban middle school: A program Evaluation studied by Hiusman (2016) found out that
many students receive failing grades for missing homework's, their conclusion revealed a
need for homework policies that would support learning without punishing students’ grades.
This result supports the literature review of several researchers on homework conducted by
the School Board of Miami, Florida, that homework policies set by the school should be
clearly defined, and the school should have a formal policy on homework that is developed
with input from teachers, administrators, students and parents. They argue that those teachers
need the policy to guide them with assignments, students should know the types and quantity
of homework that will be assigned to them and parents have the right to know why the
assignment is given. (Skaggs,2007; Northwest Regional Education Laboratory,2005;
Brewster and Fagger,2000; O'rourke-Ferrara,1998; Thomas,1992).
The extant of literature examined are divergent and convergent to the notion of giving
assignments to learners. Absent in the literature are the perceptions of stakeholders on the no-
homework policy. In this light, the findings of the paper will help expand and bridge the

6
absence in the literature, specifically, on the first hand experiences and perceptions of
teachers, parents, and learners.

METHODOLOGY
Research Design
This study uses a qualitative research approach because the qualitative method is
especially useful in discovering the meaning that people give to events that they experience
(Merriam,1998). A phenomenological method is being applied in this study to understand
how stakeholders in grade 12 level respond, react, and perceive the no-homework policy bill.
The qualitative research methods used for this study are described below and included
purposive sampling, semi-structured interview was employed, and systematic and concurrent
data collection and data analysis procedures. Colazzi’s method of data analysis was used in
creating themes and exhaustively describing the phenomenon at hand (Sanders, 2003).
Research Participants
The Twelve (12) students coming from four sections of grade 12, seven (7) parents,
and eight (8) teachers of Tanauan School of Craftsmanship and Home Industries, Tanauan,
Leyte were the selected participants in this study because they represent the pioneers of the
no-homework policy bill for the secondary level. Because the purpose of this study is to
uncover stakeholders' perceptions on no homework policy, it is essential that the participants
had already enrolled for the next semester of the school year 2019-2020 in the same school
mentioned above. The experiences that the participants had during the first semester of the
no-homework policy bill gave them the basis for comparing the last school year with regards
to homework and no homework.
The advisers of these grade 12 students were informed though an approved letter from
the principal about the purpose of the study and request their help in facilitating, especially in
answering the scheduling of their interview. Letters were also sent to barangay chairman for
the identified parents used as participants and also asked for their help in promoting,
especially in the conduct of the interview. (See Appendix A) Stakeholders of grade 12 were
given the opportunity to answer the questionnaires and interview.
Data Gathering Procedures
The procedure below was followed in the data gathering process:
1. A letter was sent to the principal to ask permission in the conduct of the study.
Upon the approval, purposively chosen participants specifically, 12 students, and
8 teachers were scheduled for interview.
2. The researcher also sent a letter to the Brgy. Chairman to seek permission that
some of the identified parent-participants of the study will be interviewed on their
perceptions about no-homework policy. Then, the chairman of the barangay
helped in the identification of the seven (7) parents.
3. Interview protocol was followed, securing the identity of the participants. One-on-
one interview was employed to all participants to gather the first-hand experiences
and their perceptions on the no-home-work policy. The interview process was
recorded using a smartphone specifically, Huawei Nova 3i. The 27 participants
lasted 4 hours and 5 minutes and generated a transcript of 30 pages. It is noted

7
 however, that the “saturation point” was achieved signaling the researcher to stop
gathering the data.
4. The data was analyzed using Colazzi’s method of data analysis (Sanders, 2003).
First, the researcher acquires the sense of each transcript by reading the 30 pages-
transcript. Then, stage 2 is to extract the significant statements from the transcript.
Formulation of meanings from the significant statements was employed next.
Then, organizing formulated meanings into clusters of themes was followed. In
the step 5, exhaustively describing the investigated phenomenon was done. Step 6,
describing the fundamental structure of the phenomenon was done next. Then
lastly, the participants will read back the results which are thematically organized
with their direct responses.
5. Participants’ name was coded as: Teacher1-8, Students 1-12, and Parents 1-7. This
is to hide all possible identify of the participants.
6. All transcripts were destroyed by burning so that it will not reveal any identify of
the participants.
Results and Discussions
The lived-experiences of the participants were classified into three major themes as a
result of the data analysis employed.
Theme 1: Disagree to the No-Homework Policy
“It is helpful especially if there is test because I keep track of my previous
lessons and know in advance the next lesson” (Student 1)
“Disagree since, homework is beneficial to student's achievement.” (Parent 1)
“No to no homework policy since it is the only time we as parent to monitor
students' progress in school (Parent 2)
“Homework is valuable, but it must be that homework assigned to students
are in line skills such as baking, carpentry, cooking since Tanauan school of
Craftsmanship is a Technical Vocational school” (Parent 3)
“Homework plays important role in learning.” (Teacher 1)
“Homework can be the basis for monitoring students' progress in learning.”
(Teacher 2)
“Giving assignments is a way to check if students are interested to learn the
lesson.”(Teacher 3).
“Students sometimes use assignments to get higher grades in the subjects.”
(Teacher 4)
“I think there should be homework given to students because it is the only way
to provide an advance reading so that it is not too difficult to introduce the
next lesson the following day.” (Teacher 5)
The above statements are convergent ideas of the teachers, students
and parents. They all disagree with the no homework policy. This means that
they believe that giving assignments are still beneficial and necessary in the
improvement of students in their academic endeavors. As Pfeiffer (2011)
states in his research that homework should be beneficial to student’s practical

8
 application of daily life where students can participate and involve in the
activities that are appropriate at home such as performing an experiment in the
kitchen, cooking, doing crossword puzzles, watching good TV shows, or
reading.
Theme 2: Agree with the No-homework Policy
“I am busy with some other things I play basketball every afternoon because
my coach is very strict. This causes me not to do my assignment. Therefore, I
agree to the policy.” (Student 2)
“I go home late that is why I can’t do my homework.” (Student 3, 4, 5, 6, 7)
“We don't have books and internet at home.” (Student 8 and 9)
“I can't do my homework since I babysit every time I went home” (Student 10)
“It's boring. Instead of doing I prefer play e games at home.” (Student 11)
“My parents got angry when I do my homework because I use some of her
time.” (Student 12)
“Doing homework sometimes disrupts some of our family activities.” (Student
7)
“It's good for us. With our busy lives these days.” (Student 4)
“It's nice since I have enough time to play e-games.” (Student 5)
“They are requested to do household chores whenever they are at home since
I am busy with other household chores. Therefore, it is good to have the no-
homework policy”. (Parent 4)
“Sometimes the homework is difficult and I do not have the knowledge to
teach them since I am only elementary graduate.” (Parent 5)
“Nobody helps them because I'm a vendor, I do laundry I do babysitting with
my neighbors’ baby, so they don't have time to do their homework because of
the busy schedule. Therefore, I cannot monitor them. I agree with the policy”.
(Parent 6)
“Students are not any more interested in doing their homework's at home they
just do it in school defeating the purpose of giving it.” Therefore, I agree on
the policy.” (Teacher 6)
“Very good bill because instead of checking those assignments I can do other
reports in during my vacant periods.” (Teacher 7)
“I support the no homework policy bill since it is a burden checking with
assignments with 450 students every day.” (Teacher 8)
Based on the above direct statements of the participants, they converge
into the idea of supporting the policy. Varied reasons were stipulated by these
participants. They saw benefits in the non-giving of assignments to students.
These statements were congruent to the written bills and policy of the
lawmakers and DepEd. Specifically, DepEd Order No. 392 S. 2010, House
Bill 966, 3883, and 3611.

9
 Theme 3: Do Not Have the Idea of the No Homework Policy
“I don't know about the (provisions) policy as a parent.” (Parent 7)
It can be viewed that there is one parent among the participants who do
not have any idea about the policy. Meanwhile, all students and teachers were
informed about the policy. Though the statement is only one, it can stand
alone since this is a product of misinformation of parents.

Conclusion
Therefore, it can be concluded that the perceptions of the participants of the study is
divided into three (3) dimensions which are stated in three different themes. The
stakeholders’ perceptions on the no homework policy are agreeable, disagreeable, and no
idea. This conclusion was drawn out based on the direct statements of the participants.

Recommendations
The following are the recommendations of the study:
1. Since there is a parent who doesn’t know about the policy, it is recommended that
teachers include in their homeroom meetings policy and bills on the said
phenomenon.
2. Law makers and administrators of DepEd must read the results of the study since
there are still parents, teachers and students who disagree with the policy noting
on the benefits of giving assignments.
3. Homework giving must be focused on skills development such as cooking,
baking, carpentry or any technical-vocational skills.
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