ABSTRACT
This research study contributes to the investigation of teachers’ and parents’ homework practices and their relationship to students’ academic performance in Mathematics. It has also investigated problems in homework completion as noted by teachers and parents. This study was anchored on the framework of constructivism which used the cognitive for teachers and social methods for parents of constructivism as being the most beneficial way to run an effective constructivist teaching and learning. This study hypothesized that there is no significant relationship between the teachers’ and parents’ homework practices and students’ academic performance in Mathematics.
This study employed descriptive-quantitative method of research which used an adapted and modified researcher-made survey questionnaire for teachers and parents. It was found out that there was a negative correlation in terms of the prevalent homework practices of teachers and parents to students’ academic performance in Mathematics.
In the light of the findings, the study found out that as much as teachers give meaningful homework so that students can relate to real life setting and as much as parents help their children in homework completion, students’ grade in Mathematics was only at Satisfactory level. Therefore, communication between teachers and parents through homework intervention program.
Keywords: Homework, Homework Practices, Academic Performance, Parent Involvement
INTRODUCTION
Homework have been part of the students’ academic live such as periodic reading and writing to be completed, Mathematics problems to be solved, and project to be worked on are some homework or assignments commonly done by students at home. It has a purpose to increase students’ knowledge and improve their abilities and skills. Despite promoting academic success in school through the popularity of homework, the article of de Dios (2012) revealed the contradicting ideas of some countries about homework and its effect to students.
In the Philippines, parents raised complaints about loads of students’ homework/ assignment which consumed most of their time doing it at home and take away quality time to be together with their children. Thus, the Department of Education (DepEd) released Memorandum No. 392, s. 2010 stipulating that no homework be given during weekends for pupils to enjoy their childhood and spend quality time with their parents without being burdened by the thought of doing homework. Considering the Department of Education’s pronouncement of homework, it is of great importance that homework should be designed by teachers with quality to influence students’ motivation in accomplishing homework.
Teaching or learning time should not be supplemented by homework. Rather, homework is an avenue to promote self-efficacy and responsibility. It becomes clear what the real value of homework is in education. Thus, it is evident to what a good homework should be. A good homework assignment can provide students with practice and skills already taught, can prepare students for an upcoming test, and can extend a project or topic under study (Meier, 2011). The repetitive nature of some homework helps students to retain facts and master the basic skills they need to proceed to higher level thinking and concept formation. Homework also adds enrichment to the curriculum (Cooper, 2004).
Thus, in K to 12 Curriculum, there are skills and competencies which need to be mastered to proceed to the next level. In the heart of "No Child Left Behind Act of 2008" states that "the State shall protect and promote the right of the citizens to quality education and to take appropriate steps to make such education accessible to all". This is one of the advocacies of the Department of Education in the Philippines to make Education for All. But as much as teacher wanted to be Child-friendly by giving all that due to students, teachers' contact time to students is not enough which results to insufficient mastery of some difficult competencies.
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