THE IMPACT OF HOMEWORK LOAD ON

STUDENT STRESS LEVELS IN GRADE 12

HUMMS AT LSNHS
Chapter I
 Introduction

Education, as a cornerstone of individual and societal development, is intricately linked with the

well-being of students. In the pursuit of academic excellence, students often grapple with a

multifaceted challenge – homework. Homework, a key element of the educational process, is intended

to reinforce classroom learning, foster independent study habits, and stimulate critical thinking.

However, the extent to which homework load can impact students’ well-being, particularly their stress

levels, has become a subject of concern and scrutiny. This quantitative research study delves into the

dynamic relationship between homework load and the stress levels of grade 12 students, with a

specific focus on those enrolled in the Humanities and Social Sciences (HUMSS) strand.
 Statement of the problem
• 1. What Is the relationship between the amount

of homework given and the stress levels

experienced by Grade 12 HUMSS students at

• 3. To what extent does the workload of
LSNHS? homework impact the academic performance of
Grade 12 HUMSS students at LSNHS?
• 2. How does the quality of the homework

assigned affect the stress levels of Grade 12

HUMSS students at LSNHS?

• HYPOTHESIS
•Hypothesis 1 (Positive Correlation): An increase in the homework load for grade 12
HUMSS students is positively correlated with higher levels of stress.

•Hypothesis 2 (Moderating Effect of Time Management): Grade 12 HUMSS students

with effective time management skills may experience a weaker positive correlation between

homework load and stress levels compared to those with poor time management skills.
 Conceptual framework

Homework load Student stress levels

• Significance of the study
•Student Well-being: Excessive stress can have detrimental effects on students’ physical
and mental health. This research can shed light on the potential harm caused by high

homework loads and help develop strategies to support student well-being. Academic

Performance: Excessive stress can negatively affect academic performance. By examining

the relationship between homework load and stress, educators and policymakers can

optimize learning environments for better academic outcomes. Parental Involvement: This

research can also inform parents about the effects of homework on their children’s stress

levels, promoting a balanced approach to education.

 Scope and limitation
The study focuses on the impact of homework load on student stress levels specifically in grade 12

HUMSS students at LSNHS. It aims to investigate the relationship between homework load and stress

levels, as well as identify the factors that contribute to stress among students. The study only focuses

on grade 12 HUMSS students at LSNHS, which may not be representative of the entire student

population. Stress levels are subjective and may vary from one student to another. The data collected

may be biased due to the students’ willingness to disclose information about their stress levels. There

may be external factors that contribute to stress levels, such as family problems or personal issues,

which are not within the scope of the study. There may be confounding variables that cannot be

controlled, such as individual differences in coping mechanisms or time management skills.

 Definition of terms
Homework Load: The quantity and complexity of assignments, projects, and tasks given to

Grade 12 HUMSS students to be completed outside of regular classroom hours. This may

encompass reading, research, writing, and other academic activities.

Student Stress Levels: The emotional and psychological responses experienced by Grade 12

HUMSS students due to academic pressures, including feelings of anxiety, frustration, and

tension. Grade 12 HUMSS: Refers to the specific grade level within the educational system,

focusing on students enrolled in the Humanities and Social Sciences strand or program. This

includes subjects related to social sciences, humanities, and other relevant coursework
Chapter II
• REVIEW OF RELATED LITERATURE
 This chapter provides a comprehensive review of relevant literature on this topic to understand the

existing knowledge, gaps, and, and the need for further investigation.

Research has shown a complex relationship between homework load and student stress. Kohn

(2006) argued that excessive homework can lead to heightened stress and may not necessarily contribute

significantly to academic achievement. Conversely, Cooper et al. (2006) found that homework has a

positive effect on academic performance but can still induce stress if the load is excessive.

Grade 12 HUMSS students, due to the nature of their curriculum, often have a diverse range of subjects

and assignments. Several studies (Smith, 2018; Johnson, 2019) have pointed out that these students may

experience a higher homework load, particularly in subjects like History, Literature, and Economics.
Chapter III
 METHODOLOGY

• This chapter presents the Research Design, population, sampling design, and
the Data Gathering instrument, Data gathering Procedure, statistical treatment
of data, assumptions of study among the research methods that will be used by
the researchers to carry out the study.
• Research Design:

• This study can be a correlational research design. It aims to establish the relationship

between homework load and stress levels in Grade 12 HUMSS students.

• Population:

•The population for this study consists of all Grade 12 HUMSS students in a selected
high school or schools.
• Respondents:

•The respondents are Grade 12 HUMSS students, both male and female, who voluntarily
agree to participate in the study.

• Sampling Design:

•A stratified random sampling approach will be used to ensure representation from various
sections or classes of Grade 12 HUMSS students.
• Data Gathering Instrument:

•Questionnaire: A self-administered questionnaire will be developed,

consisting of Likert scale items to measure homework load and stress levels.

It may also include open-ended questions to gather qualitative data.

• Stress Scale: A standardized stress assessment tool such as the Perceived

Stress Scale (PSS) can be used to measure stress levels.
• Data Gathering Procedure:
• 1. Permission will be obtained from the school administration.

• 2. Participants will be informed about the study’s purpose and procedures.

• 3. The questionnaire and stress scale will be administered to the selected students.
• 4. Data will be collected anonymously and confidentially
 Statistical Treatment of Data:

Quantitative data (homework load and stress levels) will be analyzed using

statistical methods, such as:

Descriptive statistics to summarize the data.

Pearson correlation to assess the relationship between homework load and stress

levels.

Regression analysis to identify predictors of stress.

Qualitative data from open-ended questions will be analyzed thematically to

provide additional insights.

 Assumptions of the Study:

• 1.Participants provide accurate and honest responses.

• 2.The sample is representative of the Grade 12 HUMSS student population.

• 3. stress assessment tool used is a valid and reliable measure of stress.

• 4. load is a significant factor in student stress levels.

• 5.External variables (e.g., family, extracurricular activities) are controlled for or considered in the

analysis.