CHAPTER 1
Introduction
Background of the study
Students’ homework has been a part of students’ lives since the beginning
of formal schooling. Homework is often used as an educational supporting tool in
the learning process of the students. As a daily routine for most students’
homework assignment is often regard as an extension of in-school academic
activities and a way to reinforce what students have learned in school.
Homework extends learning outside of the classroom and should not be
eliminated from the daily routine of students (Marzano and Pickering, 2007).
Homework is defined as task assigned by school teachers intended for students’
to carry out during non-school hours (Cooper, 1989). Homework will improve
study skills, improve trier attitudes towards school and homework is effective at
improving student achievement. Homework can increase the amount of
information retained emphasize that school is not the only where learning occurs
and improve study skills and attitudes towards school and learning in general
(Cooper, 2001).
Internationally, the United States seems to lag behind the rest of the
world in student success according to numerous studies that focus on student
achievement (Baines, 2007). According to Paschal, (2001), the amount of homework
stimulation student’s receive can affect their achievement in school by as much
50%. Homework assignment that are well-designed, well-planned an and
meaningful to student are most effective (Ellsasser, 2007).
In Philippines, the Department of Education (DepEd), released a
memorandum (no. 392, s. 2010) stipulating that no homework be given during
weekends for student to enjoy their childhood and spend quality of time with
their parents without being burdened by the thought of doing homework. Despite
the contrasting argument on the benefits of homework a number of educators
quite believe that homework increase students achievement (Cooper, 1984) Gajria
and Salend, 1995, 1986, Paschal, Weinstein, and Walberg, 1984).
Homework assignment has been sensible as an effective instructional tool
for the students for which it can improve the abilities of the student, enhance
their learning and the student academic achievement. Literature indicates that
doing homework regularly is positively associated with students’ academic
achievement.
Considering these, the researcher was induced to know and understand the
students’ perception towards homework and how this homework of the students
help them to improve and enhance their learning and academic abilities as well
as their academic achievement. Thus, this research study aims to determine
whether self-regulation and self-determination would help the students to fulfill
their academic achievement as a student.
Statement of the Problem:
Certainly, this research study seek to answer the following questions:
1. What is the extent of homework of the students’ in terms of their:
1.1 self-regulation and;
1.2 self-discipline
2. What is the extent of students’ achievement in terms of their:
2.1 GPA
3. Is there a significant difference in the extent of homework of the
students’ when dissect by year level?
4. Is there a significant difference in the extent of students’ achievement
when dissect by year level?
5. Is there a significant relationship between the extent of Homework and
the students’ achievement?
Hypotheses
1. There is no significant difference in the extent of homework of the
students’ when dissect by year level.
2. There is no significant difference in the extent of students’ achievement
when dissect by year level.
3. There is no significant relationship between the extent of homework and the
students’ achievement.
Theoretical Framework
This research study anchored on the concept of Zimmerman
(2002) states that, self-regulated learners are those who work proactively
to obtain knowledge by understanding that learning will occur through
their actions and simply not an event that occurs as they sit passively
in the class. Interestingly, many students that have this positive outlook
possess a self-regulatory component called self-regulatory learning.
Student who are self-regulated learners believed that opportunities to
take a challenging task, practice their learning, develop a deep
understanding of subject matter and exert effort will give rise to
academic success (Winne, P.H. and Perry, N.E. 2000). Supported by
Bandura, characterizes a student maturation skill (Bandura, 1997). In self-
regulated learning, a student’s well develop sense of efficacy allows her
to go beyond what is taught in class.
The Trautwein’s model of homework rooted in the Motivational
Theory, namely The Theory of Expectancy-value (Eccles & Parsons, 1983;
and De Groot, 1990) and the Theory of self-determination (Deci, 2002).
Stated that, self-regulated learners are those who are able to achieve
learning because they know their own strengths and limitations, and
they evaluate their progress through the setting of meaningful goals.
These student reflect on their progress, which provides the incentives
and motivations for them to continue their pursuits (Zimmerman, 2002).
The adoptation of a deep approach to homework depends on many
factors and their motives for doing homework are among the most
critical motivational variables when students decide to engage in
homework. Achievement motivation highlights academic goals (Ng,
2008). Positive relationship between adopting learning goals and the use
of cognitive and self-regulation strategies (Elliot, 1999 & Nuňez, 2013).
Independent Variable Dependent
Variable
Homework Students’
Achievement
Self-Regulated GPA
Self-Determination
Moderator Variable
Year level
Figure 1. Conceptual Paradigm of the Study
