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