impact of homework assignment on students' learning in the philippines

Homework in the 21st Century Teaching and Learning

The aim of the K to 12 Basic Education Program is to provide the Filipino Learners with the necessary skills and competence to prepare them to take on challenges of the 21st Century. While we all struggle on shifting schools and teaching in the 21st century, more bills and policy recommendations have been filed to guarantee effective implementation of the K to 12 program.

The recent issues about homework which divides our society is a proof that we may not be ready yet to fully embrace the 21st Century teaching and learning. The 21st Century students, Generation Z (born between 1995 and 2009) and Generation Alpha (born since 2010) continue to be educated in the same manner their teachers were taught in the past. Many teachers complain that today’s learners are disengaged and unmotivated. These are the same students who challenge the standardized curriculum as merely rote learning at a one-size-fits-all pace. They are the students who keep on asking themselves why they still need to go to school when they could learn the same information faster by watching a YouTube video or playing a computer game in their bedrooms. To these digital natives, past methods make little sense because they are able to learn and think differently. They are able to teach themselves about any topic they are interested in because answers to their questions are just a quick search away. Making use of information is far more important to them than simply knowing things.

These students who are advanced users of technology (yes! far better than the teacher does) regard obsolete methods of teachers as no longer relevant and not helping them. Therefore, there is a crucial need to examine matters that have stayed the same in schools: Are we still in the traditional classroom set-up? Are teachers equipped to be 21st Century teaching and learning facilitators? Is homework still relevant in the 21st Century?

Table of Contents

Advantages of Homework

Homework, according to Dr. Linda Milbourne, is intended to be a positive experience that encourages children to learn. Teachers assign homework to help students review, apply and integrate what has been learned in class; to extend student exploration of topics more fully than class time permits, and to help students prepare for the next class session. Teachers believe that homework helps children to acquire effective habits of self-discipline and time management. It is hoped to develop children’s initiative to work independently where they can gain a sense of personal responsibility for learning. Research skills such as locating, organizing and condensing information may be developed, and children will be given the opportunity to learn to use libraries and other reference resources.

Disadvantages of Homework

However, giving of homework, as part of the daily lesson plans, becomes a controversial issue among teachers, parents, and students. Contemporary critics are questioning the impact and benefit homework does on student learning and on how it has aided the students in becoming life-long learners. While it is true that students’ homework may not be included in the recording of formative and summative assessment as components in the grading system under DepEd Order 8, s. 2015, these critics strongly believe that homework given by the teachers are not actually meeting the purposes they are intended for. They see homework as activities where students figure out the content that the teacher did not have time to “cover” during school hours. According to them, students do busywork to demonstrate to their parents and teachers that they are doing “something”. The students of this generation see homework as meaningless assignments to merely “justify” their quarterly grades. But when teachers do not give homework, parents see it as a lack of academic instruction. And of course, we are all aware that most of the submitted assignments were not actually done by those who comply to this requirement. It is their parents who are doing homework for their children in order to have a “better” project than their classmates or parents are doing homework for their children because they are too frustrated or stressed out that their children cannot complete it themselves.

Recent Research Findings

Joseph S.C. Simplicio in his study on Homework in the 21st century: the antiquated and ineffectual implementation of a time-honored educational strategy, concluded that although the practice of assigning homework on a daily basis has been deemed academically sound by most in the educational community, on the opposing side, many parents with children in grades ranging from kindergarten through college argue that students are expected to spend too much of their out of school time completing homework assignments that are often redundant and meaningless.

Alfie Kohn in his article on The Truth About Homework pointed out that homework might be used for certain skills that need to become automated, but not to create understanding. According to him, the widely held belief that homework reinforces the skills that students have learned or, rather, have been taught in class has not been substantially supported. He added that it wouldn’t make sense to say “Keep practicing until you understand!” because practicing doesn’t create understanding. Just as giving kids a deadline doesn’t teach time-management skills. According to Kohn, what might make sense is to say “Keep practicing until what you’re doing becomes automatic.

Teachers and Homework by Stephen Carr talk about homework as enrichment and calls for a commitment to quality and time appropriate homework. According to him, “Teachers should make homework a task that has some worth – some value to a student’s life. Never, ever should it be a busy work. Assigning 50 problems to complete at home is worthless.”

These studies conclude that homework assignments are mostly meaningless, busywork, and take time away from “just being a kid. It is for these reasons that Rep. Evelina Escudero introduced the “No Homework Policy” to promote quality family interaction. This bill is also intended to compel schools and teachers to come up with a more holistic and effective pedagogy.

“There is a need for all educators to seriously reflect and discuss whether homework is a component in the child’s learning that stands strong and unaltered by the winds of time. Does it have a place in the 21st-century teaching and learning? or is it a practice that needs to be changed for the sake of precious family quality time? Would it be the only effective method to reinforce learning goals?”

As a mother and teacher, I agree with Usec. Diosdado San Antonio when he said that homework may be allowed but should be given in moderation and no homework should be given to learners during weekends. I also agree with the sentiments of teachers that there is no need to penalize those who give homework to ensure compliance. Before we defend our beliefs, there is a need for all educators to seriously reflect and discuss whether homework is a component in the child’s learning that stands strong and unaltered by the winds of time. Does it have a place in 21st-century teaching and learning? or is it a practice that needs to be changed for the sake of precious family quality time? Would it be the only effective method to reinforce learning goals?” Let us weigh all the consequences before we agree or disagree. It is the welfare of the learners that matters the most.

Margarita Lucero Galias

Margarita L. Galias began her career in education as a high school math and physics teacher in Immanuel Lutheran High School in Malabon City and Manila Central University, Caloocan City before serving as a public school teacher in Sorsogon City in 1995. She was a university scholar and graduated cum laude with a bachelor’s degree in Education, major in Math-Physics from De La Salle Araneta University. She also holds a master’s degree in Management, major in Administration and Supervision from Sorsogon State College. She is now currently employed in Mercedes B. Peralta Senior High School as a classroom teacher and a guidance counselor designate.

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it’s very useful and helped me a lot through my research. Thanks a lot!

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IMPACT OF HOMEWORK ASSIGNMENT ON STUDENTS’ LEARNING

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Homework has become an important issue for primary and secondary schools for over five decades. Although it has both academic and non-academic purposes, only a few studies have been investigated at the tertiary level. This study investigated the impacts of homework on students’ learning. Participants were 140 undergraduates from a Thai university. A set of questionnaires and focus group interviews were used. Findings revealed that homework benefited and supported students’ learning although it had some psychological impacts on their learning and affected free time management. It enabled students to acquire knowledge, developed learning skills, and increased academic achievements. Also, it promoted student’s collaborative skills and speaking between teachers and students for homework clarification. Findings further indicated that internet was one of the powerful tools for students’ learning and homework information. Based on the findings, this study suggests strategies and implications for teachers’ instructions and effective implementation of homework for students’ learning outside class.

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STAKEHOLDERS' PERCEPTIONS ON "NO HOMEWORK POLICY" IN A PHILIPPINE PUBLIC SECONDARY SCHOOL

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Too much homework?

Who doesn’t remember seemingly endless afternoons on weekdays, or worse, on weekends, spent tied to one’s desk at home laboring over homework?

Or who doesn’t remember rushing through breakfast on a school day to finish an assignment due that day?

For many a student and adult, memories of school are replete with horror stories of many hours spent laboring over homework—including projects and crafts—while daylight slowly dimmed and the sounds of one’s playmates enjoying themselves outside faded with dusk.

Well, for learners today and in the near future, such memories may soon fade into forgetfulness, if some legislators and lobby groups have their way.

For Tutok to Win party list Rep. Sam Verzosa, Filipino students these days are “overworked,” alleging that a child spends as much as 10 hours in school on weekdays. Some years back, global education assessments placed Italian learners as the most overworked, with nine hours spent on homework a week.

A global review reveals, however, that time spent on school assignments does not translate into better grades for students or better results for educational outcomes nationwide. Italy’s ranking in international assessments was relatively low in a 2014 study. While students in South Korea, whose education system ranked number one in the world in the same review, only spend 2.9 hours on homework weekly.

And of course, we all know the dismal ranking of Filipino students in similar international assessments, with learners landing at the bottom, or very near the bottom, of rankings, even when compared to much poorer countries.

It makes sense, then, for Verzosa to propose a “no homework law” that would prevent teachers from giving homework to elementary and high school students during weekends so that the children could “rest and recharge.”

This isn’t the first time that a cap on assignment loads has been attempted. A 2010 Department of Education (DepEd) memorandum circular advised teachers to limit the giving of homework to public elementary school students to a reasonable quantity on weekdays, while no homework is to be given on weekends. At least three bills were in fact filed to institutionalize this for all elementary and high schools across the country.

But in the intervening years, despite efforts to institute a “no homework” policy on weekends, these have remained pending before the House basic education and culture committee.

“The Filipino youth are overworked and yet the Philippines is trailing behind other countries,” Verzosa said in his privilege speech. He cited reports that the average intelligence quotient of Filipinos was 81.64, while the global average IQ was 100. The Philippines ranked 111th out of 199 countries in average IQ.

In addition, said Verzosa, the country has the highest dropout rate among Southeast Asian countries, with lack of interest in school as one of the reasons cited. “This only shows that school is not fun anymore,” he said.

This plays against a background of the “learning losses” that children worldwide experienced as a result of the school lockdowns enforced in the three years of the COVID-19 pandemic. The Philippines, with one of the longest such lockdowns in the world, certainly felt the toll, with “blended learning” proving to be a dismal failure, especially in areas with bad communications infrastructure.

Our educational crisis also takes place amid a history of failed policies that have resulted in our current crisis. A report by the Philippine Business for Education (PBEd), observes that students are “not truly learning but merely progressing” through the school system. The study linked the “unofficial” policy of mass promotion of students to poor learning outcomes.

PBEd executive director Justine Raagas said that there is an apparent misunderstanding among participants about the concept of “No child left behind” which “led to the literal practice of passing students” or promoting them to the next grade level regardless of their competencies. Teachers, it seems, prefer to pass on the responsibility of ensuring a student’s competency to the next grade teacher.

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Amid these seemingly insurmountable problems besetting the education system, the DepEd and policymakers should make sense of the many well-meaning proposals to address the learning losses and the poor quality of public education. Bills like the no-homework-on-weekends and that which seeks to revise or abolish the K-12 program must be thoroughly discussed, not only by legislators but by the education sector itself, to see if these will really help improve the education of our children or just become additional distractions. It’s about time the DepEd, Congress, and other education stakeholders get their act together and do their own homework.

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Statement on the no-homework policy bills

PASIG CITY, August 28, 2019 – With its issuance of the “Guidelines on Giving Homework or Assignment to All Public Elementary School Pupils,” otherwise known as DepEd Memorandum No. 392, series 2010, the Department of Education (DepEd) reiterates its commitment to the holistic development of learners inside and outside the classroom.

The said issuance aims to enable learners to have more quality time with their parents, family, and friends by limiting the homework/assignment to a reasonable quantity on school days and by eliminating the same during weekends.

It is in this regard that the Department supports the no-homework policy proposed by legislators from the House of Representatives. By ensuring that they complete all assignments and projects in school, the no-homework policy enables our learners to find balance between their academic development and personal growth by having ample time for enjoyable activities with family.

The Department will further study the other provisions of the bills to determine the repercussions on the current teaching and learning process.

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No homework for Filipino students: Doesn’t it sound good?

Asia philippines.

Philippines education department backs legislation focused on holistic development

Manila: Efforts in the legislature to do away with assigning homework to students in basic education drew the support from an unlikely quarter — the Department of Education (DepEd).

“The Department of Education supports the no-homework policy proposed by legislators from the House of Representatives,” the DepEd said in a statement.

It said that since 2010 it had been advocating for an all-inclusive learning regime for Filipino students, to include out of the classroom schooling, a policy that will, in effect, restrict teachers from giving homework to students from Kindergarten to Grade 12.

“With its issuance of the ‘Guidelines on Giving Homework or Assignment to All Public Elementary School Pupils’, the DepEd reiterates its commitment to the holistic development of learners inside and outside the classroom.

According to Education Secretary Leonor Briones, the aim of the issuance was for “learners to have more quality time with their parents, family, and friends by limiting the homework/assignment to a reasonable quantity on school days and by eliminating the same during weekends”.

But while the education department embraces the “no homework” concept in basic education, a lack of an enabling law stood in the way of its implementation in the classrooms.

House Deputy Speaker Evelina Escudero has submitted to the House of Representatives the Bill to make the “no homework” rule in classrooms, a reality.

“The objective will always be to improve and develop our educational system and be able to mould our students and pupils as productive members of our society equipped with the right and appropriate education,” she said.

“It is a bill that is grounded on studies and experiences as an educator myself for 25 years,” the lawmaker from Sorsogon said.

The DepEd said that in supporting the no-homework policy being pushed in the House of Representatives, it hopes that the concept will enable Filipino earners “to find balance between their academic development and personal growth by having ample time for enjoyable activities with family.”

It had been observed that obsession by parents and students for academic excellence had somehow affect the social well-being of pupils.

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