Homework Load and Academic Performance of Grade 12 Senior High Students

A Research Paper

Presented to the Faculty of Notre Dame of Talisay,

Talisay City Negros Occidental

In Partial Fulfillment

of the Requirements for the Subject

in Practical Research 2

By:
Casolino, Leonardo
Cordero, Claire
Cordero, Nicole Marie
De Los Santos, Shaira Joy
Delos Reyes, Angelea
Geronimo, Adrian
Jemina, April Jean
Liarte, Salima
Sardiñola, Johnruel
Semillano, Kathrine
Zamora, Herman
 CHAPTER I

INTRODUCTION

Education has always been a dynamic field, continually evolving to meet the needs of

students and adapt to the changing landscape of knowledge and information. Homework has long

been a staple of the educational experience, serving as a bridge between classroom instruction

and independent learning. According to (Baş et al., 2017), several meta-analyses of the

relationship between homework and performance have found a positive correlation between

homework time and academic performance, which is difficult to establish. However, the question

of how much homework is appropriate and how it influences academic success remains a

complex and contentious issue. Students face a persistent and multifaceted problem concerning

the balance between homework load and academic success. Addressing these challenges requires

a comprehensive understanding of the nuances surrounding homework load and its impact on

academic success (Patall, 2013).

Homework is often argued to improve academic performance. However, the relationship

between homework and academic performance has been debated for more than one hundred

years. As an achievement of the educational excellence movement, the level of homework was

generalized, which was supported by the parents at the beginning (Fan et al., 2017). The review

assignments mainly offer the students an opportunity to practice newly acquired skills or review

material learned in class. The preview assignments introduce new skills or materials to help

students prepare for unfamiliar knowledge before the class, and the extension assignments

involve the transfer of previously learned skills to new situations (Reteig et al., 2019). However,

as homework increased more and more, parents and scholars realized the burden of homework

on students. They complained that the students lost their childhood and called for less homework
(Cheema & Sheridan, 2015). More academically inclined students, who get better grades

regardless, may complete their homework more conscientiously.

Conversely, students who are doing badly may study harder at home to catch up. Still, it

may also be the case that the effect is not linear (Krzysztof et al., 2018).

Some evidence has shown that academic performance increases with the increase in

homework time, but begins to decline when homework time exceeds the optimal amount of time.

(Cheema & Sheridan, 2015). Based on data from the National Center for Education Statistics

(NCES) survey of 58,000 high school students in grades one and two, Keith (1982) found that

for anyone with any level of ability, increasing the amount of homework will improve their

performance. Homework plays a compensatory role; however, the amount of homework cannot

be increased indefinitely, only moderately. If it exceeds a certain limit, it will lead to a decline in

performance (Krzysztof et al., 2018).

Statement of the Problem

This study aims to determine the relationship between homework load and the Academic

Performance of Grade 12 students for the Academic School Year 2023-2024.

Specifically, it seeks to answer the following:

1. What is the extent of Homework load of students when taken as a whole and grouped

according to;

a. Sex

b. Section
 2. What is the extent of the Academic Performance of students when taken as a whole and

grouped according to;

a. Sex

b. Section

3. Is there a significant difference in the extent of homework load of students when grouped

according to the aforementioned variable?

4. Is there a significant difference in the extent of academic performance of students when

grouped according to the aforementioned variable?

5. Is there a significant relationship between homework load and the academic performance

of students?

Hypothesis

To answer the problems mentioned, the researchers formulate the following

hypotheses:

1. There is no significant difference in the extent of the homework load of students when

grouped according to the aforementioned variable.

2. There is no significant difference in the extent of academic performance of students when

grouped according to the aforementioned variable.

3. There is no significant relationship between homework load and the academic

performance of students.
Theoretical Framework

The theoretical framework for homework load and academic success draws upon the

theories of (Cooper et al., 2001; Trautwein et al., 2002). Homework, tasks assigned to students

by teachers to be carried out during non-school hours” (Cooper, 1989, p. 7), is an essential

instructional strategy that aims to supplement students’ learning in school A large body of

existing studies has investigated the relationship between time spent on homework and academic

achievement (Trautwein and Köller, 2003; Cooper et al., 2006; Trautwein, 2007; Dettmers et al.,

2009; Fan et al., 2017; Flunger et al., 2021). Most researchers have considered the homework-

achievement relationship as linear, and the conclusions varied greatly. Cooper et al. (2006)

synthesized US studies from 1987 to 2003 across subjects and found the positive relationship

between homework and achievement was stronger for Grades 7-12 than for K-6. Fan et al.

(2017) indicated a small positive relationship between homework time and math and science

from 1986 to 2015 across the US, Europe, and Asia. Negative correlations were also identified

throughout the studies. For instance, using nationally representative Program for International

Student Assessment (PISA) German and American samples, Trautwein (2007) indicated negative

relationships between homework time and math achievement. Studies showed no correlations

were also found, for instance, using a sample of 1,976 middle school students, Trautwein et al.

(2002) indicated that the amount of homework and time spent on homework was not correlated

with students' achievement.

Some researchers support a non-linear relationship between homework time and

achievement. They believe that time on homework can reach a plateau at which increases in time

have only a marginal effect on learning outcomes (Fredrick and Walberg, 1980; Keith, 1982;
Cooper and Valentine, 2001). Keith (1982) stated that the effects of time spent on homework

may be curvilinear, with each additional hour showing a smaller payoff in achievement. Cooper

and Valentine (2001) reported that for junior high school students, a minimal amount of time on

homework can have a positive relationship with achievement but the effect disappeared entirely

after students reported doing homework between 1 and 2 hours each night. For high school

students, a time range between 1.5 and 2.5 hours per night is optimal. One theoretical foundation

that can support these findings is the Opportunity to Learn paradigm (Carroll 13, Paschal et al,

1984). It recognizes that learning does yield positive learning outcomes but can only up to the

amount needed to learn new materials. The effect of learning occurs in conjunction with time

spent on learning and the time needed to learn.

Conceptual Framework

This study explores the intricate relationship between homework load and students’

academic performance, aiming to understand the factors influencing performance. Recognizing

homework load as a significant variable, the research seeks to identify associations between

assigned homework quantity and academic achievements. It also investigates how factors like

time spent on homework, study habits, and external support contribute to or alleviate challenges

posed by a heavy workload.

The investigation focuses on academic performance, measured through grades,

assessment performance, and overall subject understanding. It examines the impact of different

homework loads across academic performance. By delving into this connection, the research
aims to uncover patterns within the student population, clarifying whether a substantial

homework load enhances academic performance or presents obstacles to success.

Figure 1

GRADE 12 HUMSS Homework Load

*Sex

Academic Performance
*Strand

Schematic Diagram Showing Homework Load and Academic Performance of grade 12 students

Delimitation of the Study

This study focuses on determining the relationship between homework load and the

academic performance of grade 12 students. The goal of this study was to provide participants

the opportunity to talk about their personal experiences about homework load and academic

performance.
 The participants of the study are the Grade 12 students of one of the private schools in

Talisay City of Negros Occidental enrolled in the school year 2023-2024. The willingness of the

people to participate is also identified as another key limitation.

Significance of the Study

This study may be beneficial to the following:

Students. This research could significantly benefit Grade 12 students by highlighting the

importance of the relationship between homework load and academic performance. It indicates

that homework is a crucial determinant of student test scores, though the effects are not uniform

across different subpopulations.

Teachers. This study would be beneficial for teachers, providing them with insights into the

ideas, understanding, skills, abilities, and needs of their students concerning the impact of

homework load on academic performance.

School Administrators. This research would be beneficial for school administrators in

understanding the dynamics between homework load and academic performance among Grade

12 students. The findings may inform decisions related to curriculum planning, resource

allocation, and student support strategies.

Parents. This study would be beneficial for parents who have grappled with their child over

homework night after night and may find value in this study. It can offer guidance on how to

assist and support their children throughout the school year.

knowledge base by shedding light on the intricate relationship between homework load and

academic performance. It serves as a reference point for future investigations into related

educational phenomena, fostering continuous exploration and advancement in the field.

Future Researchers. This study would be beneficial for future researchers to contribute to the

knowledge base, offering a better understanding of the subject under study and serving as a

reference for relevant sources in the future. It highlights the significant influence of homework

load on school learning.

Definition of Terms

The following are the terms that have been defined conceptually and operationally;

Academic Performance

Conceptually defined as the measurement of students’ achievement across various

academic subjects. (Narad et al., 2016)

As used in this study, the term Academic Performance plays an important role as the basis

of students’ performance.

Homework Load

Conceptually defined as the opportunity to practice new skills in both familiar and

unfamiliar situations, and to develop an understanding of related concepts. (Primus, 2020).

As used in this study, the term Homework Load plays an important role as a measurement

of the performance of the grade 12 students.

A person following a course of study, such as in a school, college, or university

(McDaniel, 2022).

In this study, the term students play an important role as the main participants of this

research to determine the homework load and academic performance of the Grade 12 Senior

High School students.

CHAPTER II

REVIEW OF RELATED LITERATURE

The following literature discusses the researcher on homework load and academic

performance of grade 12 students. Here are the topics that helped us to do this study.

Homework Load of Grade 12 Students

According to research (Stanford, 2020), the effective conversion of all of this classwork

and all these assignments and tests into homework can be incredibly damaging to students for

several reasons. Various studies show that too much homework can lead to an exorbitant amount

of stress which can have many other significant impacts, especially on a developing brain.

This study (Songsirisak, 2019) enabled students to acquire knowledge, develop learning

skills, and increase academic achievements. Also, it promoted student’s collaborative skills and

speaking between teachers and students for homework clarification. Findings further indicated

that the internet was one of the powerful tools for students’ learning and homework information.

Based on the findings, this study suggests strategies and implications for teachers’ instructions

and effective implementation of homework for students learning outside class.

assessment of the scale and amount of homework, the time spent on homework, and its

productivity. Within the education field homework is usually understood as an assignment given

by the teacher to the students, which is to be done outside the lesson. Homework helps to

practice, learn how to use and confirm the study material, develop independent study habits, and

increase willpower and discipline. Students report less enjoyment, more anxiety, and above all

more boredom with homework than during lessons (Lichtenfeld et al., 2019).

As some scholars say, homework is an essential part of teaching and learning activities

and is closely related to students’ growth. A well-organized homework system can achieve both

the external functional goals of teaching feedback and students’ consolidation and application of

knowledge, and the intrinsic value goals of enhancing students’ self-education, developing their

skills, and developing their learning literacy (Jin et al., 2013). It also builds educational spiritual

and cultural beliefs and develops a sense of life experience and social responsibility (Gao et al.,

2017).

Academic Performance of Grade 12 Students

Academic performance/ achievement is the extent to which a student, teacher, or

institution has attained their short or long-term educational goals and is measured either by

continuous assessment or cumulative grade point average (CGPA) [3]. A correlational study

among vocational high school students in Indonesia found that students who had good academic

achievements have higher incomes, better employment benefits, and more advancement

opportunities (Yeshaneh et al., 2022).

academic subjects. Teachers and education officials typically measure achievement using

classroom performance, graduation rates, and results from standardized tests.

Academic performance is among the several components of academic success. Many

factors, including socioeconomic status, student temperament and motivation, peer, and parental

support influence academic performance. The study of (Masud et al., 2019) aims to investigate

the determinants of academic performance with emphasis on the role of parental styles in

adolescent students in Peshawar, Pakistan. A total of 456 students from 4 public and 4 private

schools were interviewed. Academic performance was assessed based on self-reported grades in

the latest internal examinations. Parenting styles were assessed through the administration of the

Parental Bonding Instrument (PBI). Regression analysis was conducted to assess the influence of

socio-demographic factors and parenting styles on academic performance.

Academic performance is important for students as a result of educational experience in

colleges to represent knowledge, skills, and attitudes. Academic performance becomes one of the

key factors in determining students’ success in their future careers (Sinaga, 2022).

However, in the study (Khusaini, 2022) the learning attitude and learning quality did not

contribute to the student’s academic performance. High academic interest students possessed a

bigger chance to have better academic performance. Meanwhile, learning attitude and learning

quality indicated otherwise, decreasing the students’ academic performance.

Synthesis

Excessive homework can induce stress and negatively impact students’ developing

brains. Conversely, Songsirisak’s study highlights the positive effects of homework on

interactions between teachers and students.

Academic performance, a key determinant of future success, is influenced by various

factors, including socioeconomic status, motivation, and parental support it was found a

correlation between good academic achievement and higher income and employment benefits

among vocational high school students in Indonesia. However, this suggests that learning attitude

and quality may not always contribute to academic performance, emphasizing the significance of

high academic interest in fostering better outcomes.

CHAPTER III

METHODOLOGY

This chapter discusses the research design, respondents of the study, research

instruments, data gathering procedure, data analysis procedure, and ethical considerations.

Research Design

The research utilizes a descriptive-correlational design to determine the extent of

homework load and academic performance of grade 12 students.

Descriptive research gives an accurate depiction or story of a certain individual, group, or

circumstance. It identifies the most recent meaning, determines the frequency with which

something occurs and/or categorizes the information, and describes what exists (Dulock, 1993).
 Correlational research is a non-experimental study that measures and determines the

statistical relationship between two variables without attempting to manipulate them (Price et.

Al., 2022).

The purpose of this study was to determine the homework load and academic

performance of grade 12 students.

In addition, the relationship between homework load and academic performance of grade

12 students.

Respondents of the Study

The respondents of the study were the grade 12 students. There were 1,416 enrolled

students, of whom 217 were selected using stratified proportional random sampling. The RaoSoft

sample size calculator with a five percent margin of error was used and the number of

respondents was determined. This study used a students’ survey and determine the extent of their

homework load and their grades to determine their academic performance.

The researchers list all the strands of grade 12 students In K-12 programs, and the

respondents are all grade 12 students officially enrolled in one of the private schools in Talisay

City for the academic year 2023-2024. The sample size is shared across all strands using

stratified proportional random sampling.

Table 1

Distribution of Respondents

_____________________________________________________________________________
Grouping variable f %
 A. A whole 1416 100
B. Strand
Science, Technology, Engineering, and Mathematics 63 4.45
Accountancy, Business, and Management 63 4.45
Humanities and Social Sciences 62 4.38
Information and Communications Technology 62 4.38
Home Economics 62 4.38

Table 1 shows that using the RaoSoft sample size calculator, there were 312 out of 1416

grade 12 HUMSS students. The researchers used stratified proportionate random sampling to

determine the size of each strand. When grouped according to strand, the researchers considered

63 grade 12 students in each of the following strands: Science, Technology, Engineering and

Mathematics, Accountancy, Business, and Management. While for the Humanities and Social

Sciences, Information and Communications Technology, and Home Economics, 62 grade 12

students were chosen.

Research Instrument

This study utilizes a research-made instrument to gather information and data from the

respondents. The instrument was composed of two parts, the first part contains the profile of the

respondents which includes their name, section, and average grade in 1st semester.

The second part of the instrument evaluates the academic performance in terms of

homework load of grade 12 HUMSS students. The items in the second part of the instrument

contain 25 questions based on the terms of the homework load of grade 12 HUMSS students.

The levels are divided into five (5) categories to determine the extent homework load of

grade 12 HUMSS students.

4.50-5.00 Very Great Extent 81% − 100% Evident

3.50-4.49 Great Extent 61% − 80% Evident

2.50-3.49 Moderate Extent 41% − 60% Evident

1.50-2.49 Low Extent 21% − 40% Evident

1.00-1.49 Very Low Extent 1% − 20% Evident

To establish the validity of the homework load research instrument, five (5) experts in the

fields were invited to use Lawshe's Content Validation Instrument to validate the questionnaire.

In this study, the reliability of the instrument was determined by administering it to 30-

non non-participating grade 12 HUMSS students who were enrolled in the course during the

academic year 2023-2024.

The respondents' Grade Point Average (GPA) was requested and may determine their

academic performance. The grades comprised only the average grade in 1st semester

The levels are converted into five (5) categories to determine the extent of the

Academic Performance of Students.

Grading Scale Verbal Interpretation

90-100 Outstanding

85-89 Very Satisfactory

85-80 Satisfactory

79-75 Fairly Satisfactory

74 and below Did Not Meet Expectations

The researchers observe the following procedures in gathering the data. The researchers

provided a consent letter that was given to the school principal that included an explanation of

the study’s purpose. The researchers distributed sufficient copies of the validity survey to the 5

validators for Lawshe’s Content Validation instrument and survey questionnaire regarding

homework load and academic performance of grade 12 students.

 The researchers will administer a Google form reliability test to 30

nonrespondents. Grade 12 students from the 2023-2024 academic year. Once the

reliability testing was completed, the researchers asked the teachers of the grade

12 students permission to conduct and distribute a questionnaire to the 217

respondents of the study. As a result, respondents will provide an informed

consent form before they participate in the study.

During the survey response process, the researchers prompted respondents with possible

questions. The gathered data was then analyzed with the aid of computer-generated software and

the appropriate tools.

Data Analysis Procedure

In analyzing the data, the statistical tools used in this study were generated using open-

source statistical software. The use of statistical tools was determined after computing and

complying with the assumptions for parametric tools by looking at the value of the Shapiro-Wilk

test and testing at an alpha level of 0.05.

of homework load and the extent of academic performance of grade 12 students when taken as a

whole and grouped according to strand.

For problems 3 and 4, the researchers used One-Way Analysis of Variance (ANOVA) to

determine the significant difference in the extent of homework load and the extent of academic

performance of grade 12 students when taken as a whole and grouped according to strand.

For problem 5, Pearson’s r was used to determine the significant relationship between the

homework load and academic performance of grade 12 students.

Ethical Consideration

The researchers provided the respondents with a consent form before conducting the

study. The consent form was placed at the top of the research instrument and was signed by the

respondents who agreed to participate in the study. The researchers reassured that the research

instrument does not necessitate or demand names. Before they responded to the questions, the

researchers provided details of the study, its nature and purpose, potential subjects, and whoever

may have access to the responses. The record of the responses was kept privately to protect the

confidentiality of the data collected and only the researchers have access to all information. After

the data were gathered, they were straightforwardly deleted to make certain that it was used for

this study alone. The researchers anticipate these papers to be uploaded to a variety of websites

so that they may be simpler to find and serve as another reference. As a result, this may likely be

recognized by promoting the research findings once it is published.