THE EFFECT OF HOMEWORK LOAD TO THE ACADEMIC

PERFORMANCE OF SCIENCE TECHNOLOGY ENGINEERING

MATHEMATICS (STEM) STUDENTS

A Research Proposal Presented to

The faculty of Senior High school Department
SOGOD NATIONAL HIGH SCHOOL
Zone 1, Sogod, Southern Leyte, Philippines

In Partial Fulfillment
Of the Requirement for the Subject
PRACTICAL RESEARCH ll

Elaiza M. Bitos
Erich H. Dumalag
Tirzah Anne A. Magsanay
Allyza Louise A. Omandam
Mark Al R. Puntod
Dianne P. Unat

Chapter Ⅰ
 INTRODUCTION

Background of the Study

The impact of homework on academic performance is a significant

concern in education, as it enhances classroom learning, develops study

habits, and prepares students for success. However, some students might

struggle with homework for different reasons. It could be because they have

too much of homework, which causes stress among them. Some students

might not have all the things they need to do their homework, for example a

quiet place to work or access the right resources. Hence, the relationship

between the volume of homework assignments and its effects on students'

academic performance remains a subject of debate and investigation.

Education is a fundamental aspect of human development. The pursuit

of academic excellence is a common goal for both students and educational

institutions. According to Al-Shuaibi (2014), education is a methodical process

that exposes people to give them the chance to acquire knowledge, skills,

values, and attitudes that all work together to prepare them for successful

integration into society, career pursuits, and a lifelong love of learning.

Moreover, homework is a critical component of the educational

process, providing students with opportunities to reinforce and apply what

they have learned in the classroom. According to Songsirisak, et.al (2018),

homework is generally used as a learning resource for educational activities.

Students have opportunities to improve their learning habits, learning

performance, and aims to increase their academic achievements. However,

the amount of homework assigned to students has been a subject of concern,

particularly in the context of Science, Technology, Engineering, and

Mathematics (STEM) strand in the Senior High School Program.

STEM education is a field known for its rigorous curriculum,

challenging coursework, and high academic expectations. Students pursuing

STEM strands often face a substantial workload, which includes not only

classroom instruction but also homework assignments, projects, and

extracurricular activities. Galloway, et.al. (2013) stressed that students who

did more hours of homework experienced greater behavioral engagement in

school but also more academic stress, physical health problems, and lack of

balance in their lives. As such, heavy workload can lead to questions about its

impact on students' academic performance, well-being, and overall

educational experience.

The issue of homework load and its impact on student academic

performance is not limited to a single school or country. It is a global concern,

as students worldwide face increasingly heavy workloads, leading to concerns

about their well-being, mental health, and overall academic achievement. At

Sogod National High School, where this study will be conducted, the issue of

homework load is a pressing concern. Excessive homework assignments can

lead to burnout, stress, and diminished academic performance, directly

affecting the school's reputation and the students' future prospects. The

debate on homework's impact on student academic performance has grown,

particularly among STEM students who face a heavy workload. Though

homework load does not only enhance classroom learning but also promotes

essential skills, which significantly enhance a student's academic success.

 Therefore, this study is conceptualized to explore the relationship

between academic performance among STEM students with longer hours

spent on homework activities filling a researcher gap in the field. By utilizing

surveys, academic records, and statistical analyses, the study will gather data

on homework assignments, time invested in homework, and corresponding

academic grades. This study will be instrumental in advancing our

understanding of the dynamics between homework load and the academic

achievements of these students.

Statement of the Problem

The study will investigate the effect of homework load to the

performance of Science Technology Engineering Mathematics students.

Specifically, the study seeks answers to the following questions:

1. What is the average number of homework you accomplish daily?

2. What is the effect of Homework load to the academic performance of

STEM students in terms of:

2.1 sex; and

2.2 grade level

3. Is there a significant relationship between the average number of

homework you accomplish daily and the effect of homework load to the

academic performance of STEM students?

Hypothesis

The purpose of this study is to determine whether there is a significant

relationship between the homework load and student's academic

performance. This assumes that the null hypothesis is not discernible

correlation between these variables.

Null hypothesis:

There is no significant relationship between homework load and

student’s academic performance.

Alternative Hypothesis:

There is significant relationship between homework load and student’s

academic performance.

Significance of the Study

This study sought to offer important details about the influence of

homework load on academic performance of Science Technology Engineering

Mathematics student.

The result of this study will benefit the following:

Future Researchers. The study provides insights, evaluates literature,

outlines methodology, presents data, makes recommendations, helps develop

research methodologies, expands knowledge, and contributes to

understanding the subject for future researchers.

Parents. This study aims for parents to have a deeper understanding and

awareness about the impact of the homework load on their child’s academic

performance, and to know their role in providing a moral support to their

children’s learning.

School Administrators. This study will assist school administrators in

comprehending the effects of homework load on academic performance,

refining existing policies, providing guidance to teachers, and implementing

targeted support systems for struggling students.

Students. This study can benefit students. Knowing that the students are

primarily affected by the load of homework, this study may aid students to
develop their skills and capabilities. It would also motivate the students to be

productive and would also teach them to manage their time.

Teachers. The research findings can benefit teachers in a way developing

rational assignment planning, incorporate approaches, and balancing

workloads. This study will equip teachers with evidence-based conception to

improve academic performance within the demanding strand curriculum.

Scope And Delimitations of the Study

This study focuses on evaluating the relationship of homework load

given to grade 11 and 12 STEM students to their academic performance

during the first semester of Sogod National High School in School Year 2023-

2024. This study is geographically limited to Sogod National High School and

may not represent other institutions. Additionally, it only covers the specified

school year, potentially missing long-term changes in homework load and

academic performance. Lastly, the study primarily considers the quantity of

homework’s and may not encompass personal commitments which can also

affect the academic performance.

 Chapter Ⅱ

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter will give an overview of the literature related to the

research problem presented in the previous chapter. This chapter will

introduce the concepts of homework load, the importance of homework to

students’ learning, the effectiveness of homework on learning, and the

positive and negative impact of homework load on the academic performance

of students.

There has long been discussion about how much homework students

are given that affects their academic performance among teachers, parents,

and researchers. In order for students to fully grasp the material being

covered in class and to acquire important skills, for example, time

management and self-discipline, homework is viewed as an integral part of

the learning process. However, a heavy workload can also have a number of

unfavorable effects, such as raised stress levels, decreased engagement, and

a lack of time for leisure or extracurricular activities. This chapter seeks to

offer a thorough analysis of the body of research on the connection between

homework load and academic performance of students.

Homework Load

Homework load specifically refers to an excessive amount of

homework assigned to students. Students often complain that they are

burdened with an overwhelming load of homework and that teachers

sometimes fail to consider the workload, its level of complexity, and the daily

time commitment required (Atamna, 2021). This, in turn, increases the

emotions of frustration, anger, and disappointment. Basinger (2018) further

explains that an excess of homework can hinder personal growth as students

become engrossed in completing their assignments, which can distress their

overall academic performance. Assigning substantial volumes of homework to

students has become a subject of considerable research in recent years

(Agudo et al., 2019). Research by Riddle (2018) with high school students

indicates that distinguishing the right balance can be a challenging endeavor,

as an excessive homework load might be an unintentional restraint in the

learning process. Nevertheless, it is necessary to acknowledge that different

viewpoints exist regarding the exceptional quantity of homework. It is crucial

to recognize that homework can serve as an invaluable and stimulating

educational tool. Beyond its potential disadvantages, it plays an important role

in reinforcing knowledge and enhancing skills for all involved parties.

Fundamentally, the ideal amount of homework represents a balanced

proportion, as articulated by Tseng et al. (2020).

Importance of Homework Load in Student’s Learning

The impact of homework on students' academic performance is an

issue that continues to spark interest in schools. In this discussion, the

researchers explore the importance of homework in students learning.

Homework plays a crucial role in enhancing students learning experiences. It

not only aids in the acquisition of knowledge but also fosters the development

of essential learning skills, ultimately leading to improved academic

achievements. Songsirak and Jitpranee (2019) stated that homework enables

students to acquire knowledge, develop learning skills, and increase

academic achievements.
 According to Howe (2019), homework is viewed as a time-consuming

and stressful task that many of today's students are assigned by their

teachers to help reinforce and further ideas. In this case, students’ ability to

strike a balance between reinforcing knowledge and avoiding stress is

important to ensure that homework remains an effective tool for education.

Skentelbery (2022) mentioned that homework is a practice that often needs to

be done to perfection. It serves as a platform for honing critical skills, including

time management, responsibility, and discipline, which are necessary for

success in life. That is why it is so important for students not to sit back at

home but to hone their academic knowledge. Furthermore, Bempechat (2019)

stressed that teachers favor homework for a number of reasons because they

believe it fosters a sense of responsibility and promotes academic

achievement. Homework assignments encourage students to take ownership

of their learning, manage their time effectively, and develop the essential skills

needed for life. Furthermore, Shankar (2023) mentioned that it serves as a

platform for improving critical abilities, including time management,

responsibility, and discipline, which are essential for success throughout one’s

lifetime. These studies support one another by highlighting the numerous

ways homework when properly planned and carried out can improve learning

outcomes and student academic success.

Effectiveness of Homework to Learning

Homework aims to provide students with the opportunity to learn and

review the lessons they have encountered. According to Sipila-Thomas et al.

(2020), the purpose of homework is to help students gain academic skills,

increase fluency and mastery, and build their confidence to be responsible,

developing perseverance and self-confidence. Nevertheless, time is essential

for completing homework. As per Cosio and Williams (2019), students who

complete their homework affect their performance and excel in their exams.

Homework can be checked by teachers to determine whether students are

responsible enough to fulfill their role as learners. In relation to Rosario et al.

(2019), it is stated that teachers use strategies and techniques to monitor their

students’ homework because it has an impact on their performance. Studying

in advance can be of great advantage; furthermore, in the study by Guo et al.

(2021), it was stated that students who complete their homework achieve

better grades. Studying thoroughly for an upcoming exam will make students

well-prepared.

Positive Impact of Homework Load on Academic Performance of

Students

Homework’s influence on students’ academic performance is a topic of

ongoing interest in education. Recent research suggests that a well-balanced

and purposeful homework load can have a positive impact, leading to

improved academic performance and reduced stress. In this discussion, we’ll

explore how the quantity and quality of homework assignments can benefit

students’ understanding of subjects and ultimately enhance their academic

achievements. Prabha (2020) highlights the significance of homework in

science education, emphasizing its dual purpose of aiding students in both

memorization and conceptual understanding. Batman et al. (2022) delves into

the specific design and intent of homework assignments, underlining that they

should primarily serve as a means to review and retain class material, rather

than being an extension of it. Firosmanashvili et al. (2023) add an interesting

perspective by discussing the impact of a limited volume of homework on

academic performance. They found that fewer assignments not only positively

affected student grades but also relieved them of stress, making the subject

more engaging and allowing time for revision. De Guzman et al. (2019) and

Deysolong (2023) contribute to this discussion by emphasizing the broader

benefits of homework, such as the development of problem-solving skills and

the reinforcement of academic concepts. Together, these studies collectively

underscore the multifaceted role of homework in enhancing learning

experiences, promoting understanding, and improving students’ academic

performance when designed and applied appropriately.

Negative Impact of Homework Load on Academic Performance of

Students

Several studies and experts shed light on the multifaceted negative

impact of excessive homework on students’ well-being and academic

outcomes. When students are overloaded with homework, they tend to lose

interest in school, experience physical and emotional exhaustion, and fail to

achieve desired learning outcomes (Sheaki et al., 2020). Furthermore, this

excessive workload can lead to stress, anxiety, depression, and even lower

test scores (Kim, 2020). It doesn’t stop at academics; it also hampers

students’ personal development by depriving them of time for critical life skills,

social interactions, and leisure activities (Sandra Levy, 2019). The stress

stemming from excessive homework is prevalent among students and can

have a significant impact on their mental and physical health (Moniuszko,

2023). Additionally, the lack of time for socializing and relaxation can lead to

burnout, which is particularly concerning (Sandra Hearth, 2022). In

understanding these findings, it is evident that a delicate balance must be

struck in assigning homework to students. Excessive homework can have

serious consequences, compromising both academic success and overall

well-being. Educational institutions and policymakers should consider the

holistic development of students, ensuring that homework assignments are

meaningful, manageable, and conducive to a healthy balance between

academic and personal life. This approach would not only lead to better

learning outcomes but also support the well-rounded development of

students, reducing the adverse impacts of excessive homework on their lives.

Theoretical Background

This research will be anchored on Sweller’s Cognitive Load Theory

(CLT) and Deci and Richard Ryan’s Self-Determination Theory. Cognitive load

theory (CLT) is a framework in educational and cognitive psychology that

examines the limits of human cognitive capacity when processing information.

It focuses on how cognitive load, or the mental effort required to complete a

task, affects learning and problem solving. It places primary emphasis on the

investigation of how the cognitive load, representing the mental effort and

processing capacity required to successfully complete a given task,

significantly affects the cognitive processes involved in learning and problem-

solving, elucidating the profound impact of cognitive load on the efficiency,

effectiveness, and overall quality of these cognitive endeavors.

Moreover, Self-determination theory (SDT) is a psychological

framework that focuses on human motivation and the factors that influence it.

It was developed by Deci and Ryan 1980. SDT assumes that people have

innate psychological needs that determine their motivations and behaviors. By

recognizing and fulfilling these innate psychological needs, individuals can

experience increased motivation, improved well-being, more meaningful

relationships, and ultimately a greater sense of autonomy and purpose in

others. Taking the two theories into account, Kissais (2022) stated that,

“Teaching is about creating the conditions for students to become intrinsically

motivated to learn. Self-Determination Theory suggests that this can only be

done when all the fundamental needs of competence, autonomy and

relatedness are sufficiently met.” Which leads to more engaged and effective

learning.

These two theories support the possible results of the study that may

reveal that the weight of homework assignments, as influenced by cognitive

load theory, can substantially influence the academic performance of STEM

students, where higher cognitive load may lead to decreased performance.

Furthermore, the application of self-determination theory principles,

particularly aspects such as autonomy, competence, and motivation, may

emerge as vital factors that mediate this relationship and potentially improve

learning outcomes in the context of Science, Technology, Engineering, and

Mathematics (STEM) education.

When Cognitive Load Theory and Self-Determination go together in a

cooperative process, educators can design learning experiences that not only

reduce cognitive strain but also enhance students’ intrinsic motivation and

engagement. This approach can lead to more effective and enjoyable learning

experiences, as students are more likely to take ownership of their learning

and persist in the face of challenges. Ultimately, this combination can foster a
 more conducive learning environment that maximizes the potential for

knowledge acquisition and retention.

Self Determination Theory

Cognitive Load Theory By Edward Deci and Richard
Ryan
By John Sweller
Self Determination
Cognitive Load Theory
Theory is a theory that states
views the limits of human
people have innate
cognitive capacity in processing
psychological needs that
information.
determine their motivation and
behavior.

The Effect of Homework

Load to the Academic
Performance of Science
Technology Academic
Homework Load
Engineering (STEM) Performance
Students

Outcome
The anticipated outcomes include a
potential positive correlation, a negative
correlation, or no significant correlation
between homework load and academic
performance.
Figure 1. A Schematic Presentation of the Theoretical Background of the

Study.

Definition of Terms

For the readers to fully understand the contents of this study, some

important terms are operationally defined as follows:

Academic Performance. It pertains to an individual's level of

achievement or success in academic activities, such as completing

assignments, exams, or projects, and demonstrating knowledge and skills in a

particular subject or field of study.

Homework Load. It refers to the quantity or amount of homework

assigned to students within a specific timeframe. It represents the workload or

academic tasks given to students to be completed outside of regular class

time.

Impact. It refers to the measurable and often long-term effects or

outcomes resulting from a specific action, intervention, or event. It represents

the influence or significance of something on individuals, communities,

systems, or the broader society.

STEM Students. Individuals enrolled in the educational program

focused on Science, Technology, Engineering, Mathematics at Sogod National

High school.
 Chapter Ⅲ

RESEARCH METHODOLOGY

Research Design

This study will use the descriptive analysis design. It is a type of

research design that tries to explain the relationship between two or more

variables without making any claims about cause and effect. The researchers

will use this research design to investigate if there is a relationship between

two variables. By applying this research design, it will determine whether a

relationship exists between the amount of homework assigned to students

and their academic performance.

Research Locale

This study will be conducted at Sogod National High School, Zone 1,

Sogod Southern Leyte, Philippines. Sogod National High School is the only

Mega School in the Division of Southern Leyte. The school has approximately

4,000 students both in the Junior High School and Senior High School, and it

is also composed of 150 teachers. In Senior High School, SNHS offers

Science, Technology, Engineering and Mathematics (STEM), Humanities and

Social Sciences (HUMSS) strands, and Technical Vocational Livelihood (TVL).

Research Respondents
 The research respondents for the study will be selected from senior

high school students specializing in STEM at Sogod National High School.

These respondents are the participants on whom the study’s observations

and analyses are based. They serve as the main source of data to examine

the postulated relationship between homework load and the academic

performance of STEM students.

Sampling Technique

Regarding the sampling techniques, the study uses a stratified random

sampling approach. This method involves categorizing the entire population of

STEM students at Sogod National High School into individual strata based on

their grade levels. Thereafter, a comparable and random selection of

participants is drawn from each category. This ensures a representative

sample that accurately indicates the distribution of students across different

grade levels. By applying this method, the study aims to reduce potential

biases and enhance the external validity of its results for the more extensive

group of STEM students at Sogod National High School.

Research Instrument

To investigate the impact of homework on students' academic

performance, the researchers will develop a questionnaire for structured

interviews. This study aims to ensure that all participants can easily

understand and engage with the questions, so the questions will be translated

into language that students are most comfortable with. This questionnaire will

serve as the primary tool for conducting a descriptive survey. In the

construction phase, the questionnaire will be created by thoroughly reviewing

existing literature and seeking insights from experts in the field. The questions
within the questionnaire will cover various aspects of students' lives, including

the number of homework assignments per day and how the homework load

affects academic performance. After constructing the questionnaire, it will

undergo a validation process to verify its reliability and validity. This process

will involve expert evaluations, following established procedures.

Subsequently, in the administration phase, the questionnaire will be

distributed to a carefully selected group of students. The goal is to gain a

better understanding of how the amount of homework assigned influences

academic performance. Hence, this study aims to provide valuable guidance

to students and their families as they navigate their educational journey.

Data Gathering Procedure

The data gathering procedure for this study will be implemented with

methodical and sequential precision. First, informed consent will be obtained

from the selected sample of students. In accordance with the selection of

participants, the researchers will collect data on the two key variables, to be

precise, the homework load and academic performance of the students. The

respondents will be given a reasonable time to complete the questionnaires,

and any clarifications will be provided as needed. After data collection, it will

be organized and documented in chronological order to maintain transparency

and consistency throughout the research process.

Data Analysis Procedure

After gathering the necessary data, the researchers will interpret the

findings and draw conclusions regarding the impact of homework load on the

academic performance of STEM students. They will discuss the implications

of the results, acknowledge any study limitations, and suggest potential

avenues for future research. Throughout the process, ethical considerations

such as informed consent, participant anonymity, and adherence to

institutional review board (IRB) guidelines will be strictly maintained.

In analyzing and examining the effect of homework load to the

academic performance, various statistical approaches will be applied. One of

them is descriptive statistics. Descriptive statistics will summarize the data

and provide information on central tendencies and variability. Moreover, the

analysis of variance (ANOVA) will examine differences in academic

performance across different levels of homework load. Factor analysis will

identify underlying components and their effects. Lastly, are the confidence

intervals, which will assess the precision of the results. These statistical

techniques will help researchers understand how homework load affects

academic performance.
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the results of the study on the effect of

homework load to the academic performance of Senior High School STEM

students. The said data will be in pie graph and double-graph form in

accordance to the specific statements posited on the statement of the

problem.

What is the average number of homework

you accomplish daily?
7% 2% 11%

9%

15%

22%

34%

0 HAD 1 HAD 2 HAD 3 HAD 4 HAD 5 HAD 6 HAD

Figure 2. The Average Number of Homework load of the STEM

Students

The figure illustrates the daily homework completion percentages

among surveyed students. Noticeably, 34% of respondents diligently

completed two assignments per day. In contrast, 22% managed to accomplish

three tasks, while 15% focused on a single assignment. Moreover, 11%

admitted to completing no homework at all. Additionally, 9% were dedicated

enough to finish four assignments, and 7% accomplish five, with a mere 2%

consistently completing six assignments each day. Furthermore, the ideal

amount of homework represents a balanced proportion, as articulated by

Tseng et al. (2020), but Howe (2019) opposes the idea of homework as per

him it is time consuming and stressful, and in this case, students need the

ability to balance between reinforcing knowledge and avoid stress in order to

ensure an effective tool for education.

This figure illustrates each slices the average percentage, and each

part of the slices represents the numbers of Homework accomplished daily.

There are 11% out of 112 students who accomplished 0 homework daily, and

there are 15% out of 112 who accomplished 1 homework every day, some of

them accomplishes 3 which is 22%, and 9% of them accomplishes 4

furthermore, 7% students get 5 homework done. While Majority of the

students accomplishes 2 homework’s which is 34%. There are also few

students who achieved or accomplishes a maximum of 6 homework’s with an

average of 2% out of the total population.

 4.5

3.5

2.5

1.5

0.5

0
S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17

MALE FEMALE

Figure 3. The Effect of Homework Load to the Academic

Performance of STEM students in terms of sex

The graph shows that the homework loads varying effect on

grade 11 and 12 STEM student’s academic performance, categorized by sex.

Male students from grade 11 and 12 averages range from 2 to 4, while for

female students, it ranges from 1.5 to 3.5. However, in statement 7 it has the

majority of male who strongly agree in the statement, “I can manage the

workload of homework assignments and still perform well academically in

STEM”. According to Ullah and Ullah (2019), he states that males in the past

had a higher enrollment in STEM subjects. Males rated higher than females in

managing the workload of homework assignments. While in statement 8, the

graph shows the quantity of students who strongly disagree about the

statement, “The amount of homework has nothing to do with my academic

performance”. Homework plays a crucial role in enhancing students learning

experiences, it not only aids but also fosters the development of essential

learning skills, ultimately leading to improved academic achievements as

explained by Songsirak and Jitpranee` (2019).

This result arranges male in Grade 11 and 12 combine in one bar

which is the blue. Goes on with females colored with orange. The data

indicate that male and female from Grade 11 and 12 STEM students perceive

the influence of homework load on their academic performance differently.

Male students tend to disagree that homework load influences their academic

performance, while female students find the aspects of homework load

beneficial to their academic performance.

 4.5

3.5

2.5

1.5

0.5

0
S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17

GRADE 11 GRADE 12

Figure 3.1 The Effect of Homework Load to the Academic Performance

of STEM students in terms of grade level?

The graph shows that in general that the majority of students in both

grades show a good ability to manage their homework load, with averages

ranging from 3 to 4. However, a small group of students that can be found in

statement 2, “The amount of homework directly affects my academic

performance.”, statement 3, “Heavy homework load assigned hinder me to

perform better academically.”, statement 13, “Excessive homework negatively

affects my ability to focus on other academic tasks.”, and lastly, statement 15,

“The excessive homework load adversely affects my motivation to learn”.

Particularly in Grade 11, show lower averages, suggesting they might be

struggling more with their homework load. An excessive workload can lead to

stress, anxiety, depression, and even lower test scores (Kim, 2020).
 The blue bar represents grade 11 male and female students while the

orange bar represents grade 12 male and female students. The results signify

the majority of students in both grades effectively manage their homework

load. However, the results show that mostly grade 11 male and female

students agree towards the effect of homework load doesn’t affect their

academic performance. Particularly in Grade 12, show lower averages,

suggesting they might be struggling more with their homework load.

Table 1

Tests of Between-Subjects Effects

p-value

Null Hypothesis: There is no

significant relationship between

.408
homework load and student’s

academic performance.

Alternative Hypothesis: There is

significant relationship between

.001
homework load and student’s

academic performance.
 Null Hypothesis: There is no

significant relationship between

.408
homework load and student’s

academic performance.

The data analysis reveals that there is no significant relationship

between homework load and students’ academic performance. With a p-value

of .408, which exceeds the conventional significance level of 0.05, it indicates

there is no statistically significant difference. As a result, we fail to reject the

null hypothesis, suggesting that variations in homework load do not

demonstrate a noteworthy impact on students’ academic performance in this

study.

CHAPTER V

FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the findings of the study, conclusion, and

recommendations. The conclusion of the study is built up based on the data

analysis which was discussed in chapter 4 of the study. Some

recommendations are provided in order to give information as well as

guidance to conduct further research concerning the same field or issue.

Finally, these recommendations are addressed to those who are interested in

exploring students’ idea about how homework load affects their academic

performance.
Findings
 REFERENCES
Al-Shuaibi, A. (2014). The Importance of Education. Retrieved from
https://www.researchgate.net/publication/260075970_The_Importance
_of_Education
Aryee, M. (2017). College Students’ Persistence and Degree Completion In
Science, Technology, Engineering, and Mathematics (STEM): The Role
Of Non-Cognitive Attributes Of Self-Efficacy, Outcome Expectations,
And Interest (Unpublished doctoral dissertation). Seton Hall University.
Retrieved from https://scholarship.shu.edu/dissertations/2246
Atamna, J. (2021). The Relationship Between Homework and Motivation for
Learning among Arab Elementary School students in Israel. Yearbook
of Pedagogy, 44(1), 151–162.
Basinger, R. (2018, December 19). Giving less homework may actually
produce better results. Classcraft. Web log, Classcraft Studios Inc.
 Retrieved October 21, 2023, from
https://www.classcraft.com/blog/students-should-get-less-homework/
Bempechat, J. (2019). The case for (quality) homework: Why it improves
learning, and how parents can help. Education Next, 19(1), 36-44.
De Guzman, E. M., Patricio, E. T., Muan, R. M., Cubelo, B. S., Lago, N. A. S.,
& Tamon, C.-J. S. (2019). Effectiveness of Homework to the Academic
Performance: An Assessment to Grade 12 ABM Students in Bestlink
College of the Philippines School Year 2018-2019. *Ascendens Asia
Singapore – Bestlink College of the Philippines Journal of
Multidisciplinary Research, 1*(1). Retrieved from https://ojs.aaresearchi
ndex.com/index.php/aasgbcpjmra/article/view/1366
Deysolong, J. (2023). Effective Classroom Management Strategies to Address
Student Absenteeism and Tardiness. International Journal of Effective
Management. Doi: 10.6084/m9.figshare.23006678.
Galloway, M., Conner, J., & Pope, D. (2013). Nonacademic Effects of
Homework in Privileged, High-Performing High Schools. *The Journal
of Experimental Education, 81*(4), 490-510. DOI:
10.1080/00220973.2012.745469
Gustafson, M. (2022). The Effect of Homework Completion on Students’
Academic Performance (Unpublished master’s thesis). Minnesota
State University. Retrieved from https://red.mnstate.edu/thesis/662
Hearth, S. (2022, September 5). How can homework cause stress and health
problems? *WellbeingPort*. Retrieved from
https://wellbeingport.com/how-can-homework-cause-stress-and-health-
problems
Howe, Z. (2019). The Importance of Homework and the Role Teachers and
Parents Play in Achievement (Unpublished manuscript).
Doi:10.13140/RG.2.2.12766.87360.
Jerrim, J., Lopez‐Agudo, L. A., & Marcenaro‐Gutierrez, O. D. (2019). The
relationship between homework and the academic progress of children
in Spain during compulsory elementary education: A twin fixed‐effects
approach. British Educational Research Journal, 45(5), 1021–1049.
Kim, P. (2020, December 27). Negative Effects of Homework. CreditDonkey.
Retrieved from https://www.creditdonkey.com/negative-effects-
homework.html
Levy, S. (2023). Is Too Much Homework Bad for Kids’ Health? Healthline.
Retrieved from https://www.healthline.com/health-news/children-more-
homework-means-more-stress-031114
Masalimova, A. R., Kuznetsova, O. A., Orekhovskaya, N. A., Panov, E. G.,
Svintsova, M. N., & Shevchenko, O. V. (2023). Exploring the impact of
homework assignments on achievement and attitudes in science
education. Eurasia Journal of Mathematics, Science and Technology
Education, 19(4), em2246. Doi:10.29333/ejmste/13058.
Moniuszko, S. M. (2021, August 16). Is it time to get rid of homework? Mental
health experts weigh in. USA Today. Retrieved from
https://www.usatoday.com/story/life/health-wellness/2021/08/16/student
s-mental-health-time-get-rid-homework-schools/5536050001/
Pllana, D. (2022). Suitable Homework Boosts Highschool Learning Effects.
World Journal of Education, 12(5), 40. Doi:10.5430/wje. v12n5p40
Prabha, S. (2020). Students’ Views on Difficulties in Conceptual
Understanding of Science at Secondary Stage. The Eurasia
Proceedings of Educational and Social Sciences, 16, 1-10. Retrieved
from http://www.epess.net/en/pub/issue/55066/755941
Riddle, R. (2018, October 17). How Much Homework is Too Much?. Retrieved
from https://learninginnovation.duke.edu/blog/2018/10/how-much-
homework-is-too-much/
Shankar, R. (2023, April 13). 10 Proven Reasons Why Homework Is
Beneficial For Students. TOI Education. Retrieved from
https://www.google.com/amp/s/timesofindia.indiatimes.com/education/
news/10-proven-reasons-why-homework-is-beneficial-for-students/
amp_articleshow/99471954.cms
Skentelbery, H. (2022, November 3). Why Homework Is Important in School
and College. *Warrington Worldwide*. Retrieved from
https://www.warrington-worldwide.co.uk/2022/11/03/why-homework-is-
important-in-school-and-college
Songsirisak, P., & Jitpranee, J. (2018). IMPACT OF HOMEWORK
ASSIGNMENT ON STUDENTS’ LEARNING. JOURNAL OF
EDUCATION NARESUAN UNIVERSITY, 21(2), 1–19. Retrieved from
https://so06.tcithaijo.org/index.php/edujournal_nu/article/view/117542
Sweller, J. (2011). Cognitive Load Theory. In J. P. Mestre & B. H. Ross (Eds.),
Psychology of Learning and Motivation (Vol. 55, pp. 37-76). Academic
Press. ISSN 0079-7421. ISBN 9780123876911. DOI: 10.1016/B978-0-
12-387691-
Tseng, S.-H., Kang, H.-Y., Nguyen, T. S., & Liu, M.-Y. (2020). Correlations
Between the Attitudes about Learning of After-School Club Students
during School and the Teaching Quality of Elementary School
Teachers. Social Sciences, 9(7), 125.
https://doi.org/10.3390/socsci9070125
Ullah, R., & Ullah, H. (2019). Boys versus girls’ educational performance:
Empirical evidences from global north and global south. African
Education Research Journal, 7(4), 163–167. Ko
https://doi.org/10.30918/AERJ.74.19.036