ABSTRACT

This study aims to provide information regarding students’ views on homeworks

in English.

Homework has been a source of debate in schools for the past several decades,

asking if homework is really beneficial to students or just an additional load to students’

back.

Many researchers have already tried to examine the empirical relationship

between academic achievement and homeworks. Few, however, tried to analyze the

relationship between student’s perception of homeworks and achievement. As students

complete homeworks, they may be influenced by their attitudes towards homework,

same goes with their ability.

This study was conducted using a research-developed survey to 196 grade nine

students at Babag National High School, 78 males and 118 females. The researchers

also conducted a survey to five English teachers.

Using Pearson Chi Square test of independence to see if there is a difference

between females’ and males’ views on English homeworks, the researchers concluded

that there is no significant difference between the two. Furthermore, self-efficacy,

1
parental involvement and support resources has an effect on the completion of

homework.

Future researchers can improve this study by conducting the survey in a bigger

population, not only focusing on a certain grade level.

RESEARCH PLAN

RESEARCH ENVIRONMENT

The actualization of this study was carried on in only one location: Babag

National High School.

Babag National High School is located In Babag 1, Lapu-Lapu City.

RESEARCH SPECIMEN

The sample consisted of grade nine students of Babag National High School. A

total of 196 completed the study, 78 of which are male and 118 are female. The

students were from the regular class sections with a common English teacher. The

students from each class were randomly chosen.

RESEARCH INSTRUMENTS:

2
 The data collected was obtained through the completion of a research-developed

survey by Camille M. Thomas which focuses on three factors: purpose of the

homework, students’ reported self-efficacy in relation to homework completion and the

relationship of support resources and homework completion.

The survey consists of twenty assessments. It is divided into two sections, the

first section consists of 15 statements. The Students responded to each of these

statements using a five-point Likert Scale ranging from Strongly Disagree to Strongly

Agree. The second section contains five general demographic questions.

Students will be given a separate answer sheet for their responses.

A survey was also given to the English teacher of each section to assess about

the normal homework practices in their classroom. The survey consists of 9 questions.

DATA ANALYSIS

After the data has been collected, the participants’ responses were tabulated in

frequencies and percentages. Pearson Chi Square Test of Independence was used as

a statistical procedure to determine whether there was a difference between females’

and males’ views on homeworks.

3
 SCOPES AND LIMITATIONS

The limitations of this study is related to the sampling method used. The

researchers decided that 100% of the population of each class will be completing the survey.

However, there are instances that can’t be controlled by the researchers like absence and

tardiness in class. Some students might not be fully honest with the answers they provided on

the answer sheet.

4
 CHAPTER I

BACKGROUND OF THE STUDY

Homework is defined as an out-of-class task assigned to students. It serves as

an extension or elaboration of classroom work. Assigning homeworks to students can

serve various educational needs. It can serve as an intellectual discipline, establish

study habits, ease time constraints on the amount of curricular material that can be

covered in class, and reinforce work done in school.

Despite its familiarity, homework has been a source of debate in schools for the

past several decades and will probably continue to be an important topic in the future.

One side of the debate asks if homework is really beneficial to students and the other

side feels that homework is important and a crucial element of education.

Some schools require a certain amount of homework by which amounts are

measured by estimated length of time required to complete it, yet allow the teacher to

decide what to use the allotted time for. Teachers usually assign homework for one of

three reasons: introduction of a new topic, reflection on a past material, or to teaching a

lesson the otherwise would not have a time for in class.

5
 One source of discussion in debates is that students are spending too much time

on homeworks. Most of the parents worry that homeworks are taking away a big part of

students’ childhood that they have lesser time for activities. However, the Brown Center

on Educational Policy reported that the hours spent studying per week, including

homeworks, ranks behind hours spent per week watching television, playing and

participating in sports. Another study also found that only a low percentage of

elementary and middle school-aged students completes on average more than two

hours of homework every night. Most students have less than one hour of homework

per night.

Many researchers have already tried to examine the empirical relationship

between academic achievement and homeworks. Few, however, tried to analyze the

relationship between student’s perception of homeworks and achievement. As students

complete homeworks, they may be influenced by their attitudes towards homework,

same goes with their ability.

6
 STATEMENT OF THE PROBLEM

This study involved a survey about views on English homework with grade seven

Students from Babag National High School.

Specifically, it sought to answer the following questions:

 What attitudes do students display about English homeworks?

 How do students’ self-efficacy, parental involvement and support resources

relate to English homework completion?

 Is there a difference between the females’ and males’ views on homeworks?

 What are the English teachers’ normal homework practices in their classroom?

HYPOTHESIS

Null Hypotheses:

 There is a significant difference between females’ and males’ views on

homeworks.

7
 SIGNIFICANCE OF THE STUDY

This study aims to provide information regarding the students’ views on

homeworks in English.

This study is significant to the following:

 To the students – because they will be informed on this

breakthrough and also they could share this to their friends and

family. They will be able to know what factors affects their

homework completion and the reasons why their teachers give

homeworks. They would also be able to use this as a reference for

further researches.

 To the English teachers – because they will be able to know what

are the perceptions and attitude of students towards their subject

so that they can improve or maintain their effectiveness and

continue on giving a good quality of teaching.

 To the community – because they could adopt this study and

widen its scope in order to give a more reliable data and

information.

8
  To the future researchers – because they will be able to use this

study as a reference.

DEFINITION OF TERMS

1. Homework – an assignment given to a student to be completed outside the

regular class period.

2. Perception- a way of regarding, understanding, or interpreting something; a

mental impression.

3. Self-efficacy- one's belief in one's ability to succeed in specific situations or

accomplish a task.

4. Debate- a contention by words or arguments.

5. General Demographic questions- Demographic questions are designed to help

survey researchers determine what factors may influence a respondent’s

answers, interests, and opinions.

9
 CHAPTER II

REVIEW OF RELATED LITERATURE

Homework can be define as a task assigned by school teachers intended for

students to carry-out during non-school periods (Cooper, 1989).This definition clearly

excludes (a) in-school guided study; (b) home study courses delivered through the mail,

television, audio or videocassette, or the Internet; and (c) extracurricular activities. The

phrase “intended for students to carry-out during non-school periods” is used because

some students complete homework during study all, library time or even during

subsequent classes. The variations in homework can be classified according to its (a)

amount, (b) skills area, (c) purpose, (d) degree of choice for students, (e) completion

deadline, (f) degree of individualization, and (g) social context. The most common

instructional purpose of homework is to give the students the opportunity to practice and

review materials that has already been discussed in class. (Becker & Epstein, 1982).

History of Homeworks

The roots of homework dogma developed and became established over the last

century Attitudes toward homework have historically reflected societal trends and te

10
prevailing educational philosophy of the time. Historical argument for and against

homework are common. They bring striking similarity to arguments brought in today’s

debate over homework. (Vatterott, 2009)

In the early twentieth century, people looked at homework positively as a way to

work-out the muscles of the brain at home. (Cooper et al., 1998). However, repetition

and drills fell out of favor in the 1940’s and were replaced by problem solving.

The revival of homework was due to the belief that homework could allow

students to learn faster by practicing outside of the school. Attitudes towards

homeworks changed and reversed in the 1960’s. Scholars believed that homeworks

placed too much pressure on students and started questioning its benefits (Cooper et

al., 1998). The 1980’s led another charge in the change of attitude towards homework.

Since then, homework has been stapled in the classroom and its amount as generally

risen. During 1990’s, professionals were concerned about homeworks giving too much

pressure among students, yet homework still remained popular in schools. (Cooper,

2001).

Amount of Homework

Related to the issue of time spent on homework is the important question

concerning the optimum amount of homework. Cooper (1989) found nine studies that

allowed for a charting of academic performance as a function of homework time. H The

line-of-progress was flat in young children. For junior high school students, H

achievement continued to improve with more homework until assignments lasted

between 1 and 2 hours a night. More homework than that was no longer associated with

11
higher achievement. For high school students, the line-of-progress continued to go up

through the highest point on the measured scales, more than 2 hours.

Self-Efficacy

Self-efficacy can be defined as the confidence individuals have in their ability to

organize and execute courses of action required to attain specific performance

outcomes (as cited in Jot, Usher, & Bressoux, 2011; Lane & Lane, 2001; Lent et al.,

2003). Self-efficacy has been extensively studied in the literature in relation to various

activities in which a person’s performance can be measured. One such area of interest

has been student’s performance in school. Kitsantas et al. (2011) examined the

relationship between students’ self-efficacy in math and their academic achievement.

Their research found that girls generally reported lower self-efficacy levels than boys,

even if they performed at the same level (Kitsantas et al., 2011).

Parental Involvement

Parental involvement in homework is a home-based type of involvement in

children’s education. Research and theory suggest that it is beneficial for learning and

achievement under certain conditions and for particular groups of individuals.

Parental involvement in students’ homework has recently received much

attention among the researchers in an attempt to better clarify how home-based

involvement contributes to student learning and achievement. Homework involvement is

a multicomponent construct including both quantitative and qualitative aspects ranging

from concrete support to more complex guidance (e.g., providing space and materials

for doing the homework, developing rules to avoid distractions, tutoring, and doing the

homework with the child). However, associations between parental involvement in

12
homework and achievement as well as achievement-related outcomes are not

consistently found in the empirical literature (for meta-analyses and reviews, see Fan &

Chen, 2001; Hill & Tyson, 2009; Hoover-Dempsey et al., 2001; Patall, Cooper, &

Robinson, 2008; Pomerantz, Moorman, & Litwack, 2007).

Theory and research suggest that parent involvement in children’s homework is

beneficial for learning and achievement only under certain conditions and for particular

groups of individuals. Several factors have been acknowledged in the literature as

critical ones including the type of homework involvement (e.g., autonomy support,

interference), the grade level (e.g., elementary vs. middle school students), and the

ability of the student (e.g., high vs. low achieving) as well as the subject matter (e.g.,

language, math). Despite the acknowledgement of the potentially different academic

outcomes related to different types of involvement in students’ homework, little research

has been conducted to assess achievement-related motivational beliefs such as

achievement goal orientations and academic efficacy as either outcomes of involvement

or mediators of the relationship between homework involvement and achievement (e.g.,

Ng, KenneyBenson, & Pomerantz, 2004; Pomerantz, Ng, & Wang, 2006).

Similarly, although a number of reasons have been identified in regard to why

parents become involved in their children’s homework (see Hoover-Dempsey &

Sandler, 1997; Hoover-Dempsey et al., 2001), limited systematic research has been

carried out to investigate whether the achievement goals parents espouse for their

children (mastery vs. performance) or how parents’ perceptions of their children’s

efficacy affect the way they interact with their children during homework (Pezdek, Berry,

& Renno, 2002). Therefore, the central goal of the current study was to investigate the

13
structure of relations among parent goals and beliefs for child’s academic efficacy,

different types of parental involvement in homework, student achievement goal

orientations, efficacy beliefs, and achievement. Further, based on evidence showing

that elementary school students benefit more by their parents’ involvement in homework

compared with older students (Green, Walker, Hoover-Dempsey, & Sandler, 2007; see

for review Patall et al., 2008), two grade levels were examined, fifth and eighth, to test

whether these relationships are moderated by school grade.

CHAPTER III

RESEARCH METHODOLOGY

A. SAMPLES

This research study was conducted with 125 grade nine students at

Babag National High School. There are 55 males and 70 females. The students

have a common English teacher.

B. MATERIALS FOR THE STUDY

The researchers would be giving the student samples a research-

developed survey by Camille M. Thomas containing 20 assessments. 15 of

which are to be responded using a Likert scale ranging from agree to disagree. 5

were general demographic questions. A research developed survey by Camille

Thomas is also given to the teacher of every section who completed the survey.

The survey consists of 9 assessments.

C. DATA COLLECTION PROCEDURE

14
 The survey was administered to the 196 students and five English teachers.

Each was given a questionnaire and an answer sheet. Samples were given 30

minutes to complete the survey.

D. ANALYZING THE DATA

The researchers tabulated the data collected in frequencies and percentages

to identify what they thought about homework assignments. Pearson chi square

was used as a statistical procedure to determine whether there were differences

between females’ and males’ views on English homeworks.

15
 CHAPTER IV

RESULTS AND DISCUSSION

The data were gathered from 78 males and 118 females and in Tables 1-15, the

responses for section 1 are displayed in frequencies and percentages. The table also

includes chi square values and the level of significance for each item in the

questionnaire which indicates whether or not females’ and males’ views on English

homework differ. (p>0.05; df=2, x2 < 5.991).

Table 1
## MALE FEMALE TOTAL X2
N % N % N %
1. A 51 65% 102 86% 153 78% 12.154
B 24 31% 14 12% 38 19%
C 3 4% 2 2% 5 3%

Necessary for study purposes. The first statement aimed to ask whether the students

use homeworks for study purposes. More than ¾ of the population agreed to the

statement, 86% of the female and 65% of the male. The test value of the given data is

16
12.154 which is over the rejection level. Therefore, in statement number 1 there are

significant differences between the two groups.

Table 2
## MALE FEMALE TOTAL X2
N % N % N %
2. A 49 63% 53 45% 102 52% 6.034
B 24 31% 54 46% 78 40%
C 5 6% 11 9% 16 14%

Self-efficacy and homework. The second question aimed to see whether there is a

relation between self-efficacy and homework completion. More than half of the

population agreed, 63% of the male and 45% of the female. The test value of the given

data is 6.034 which is over the rejection level. Therefore, in statement number 2 there

are significant differences between the two groups.

Table 3
## MALE FEMALE TOTAL X2
N % N % N %
3. A 52 67% 86 73% 138 70% 5.271
B 18 23% 29 25% 47 24%
C 8 10% 3 2% 11 6%

Knowing the purpose of homeworks. The third statement aimed to know whether the

samples understand why teachers give homeworks. 70% of the population agreed and

6% disagreed. 73% of the female and 67% of the male agreed. The test value of the

given data is 5.271 which is below the rejection level. Therefore, there is no significant

difference between the two groups.

17
 Table 4
## MALE FEMALE TOTAL X2
N % N % N %
4. A 57 73% 97 82% 154 79% 3.438
B 14 18% 17 14% 31 16%
C 7 9% 4 3% 11 5%

Necessary for long-term goals. The statement aimed to see whether the samples see
homeworks as an important factors that can affect the future. 79% of the population
chose agree and 5% disagreed. 73% of the male and 82% of the female agreed. The
test value of the data is 3.438 which is less than the rejection level. Therefore, there is
no significant difference between the two groups.

Table 5
## MALE FEMALE TOTAL X2
N % N % N %
5. A 16 21% 16 14% 32 16% 1.933
B 20 26% 37 31% 57 29%
C 42 53% 65 55% 107 55%

Understanding and homework completion. The fifth statement aimed to know

whether homework completion is affected when students don’t understand the

homework assigned. Only 16% of the students agreed. Majority of the population

disagreed, 55%, 53% of the male and 55% of the female. The test value is 1.933 and it

is lower than the rejection level. So, there is no significant difference between the two

sets of data.

Table 6
## MALE FEMALE TOTAL X2
N % N % N %
6. A 47 60% 88 75% 135 69% 7.302
B 20 26% 25 21% 45 23%

18
 C 11 14% 5 4% 16 8%

Helps in understanding the lesson more. According to 69% of the students, they

understand the lesson more when homeworks are given. 3/4 of the female and 60% of

the male agreed. The test value is 7.302 which is beyond the rejection level. Therefore,

there is a significant difference between the two sets of data for statement 6.

Table 7
## MALE FEMALE TOTAL X2
N % N % N %
7. A 17 22% 7 6% 24 12% 11.862
B 17 22% 25 21% 42 21%
C 44 56% 86 73% 130 66%

English homeworks doesn’t contribute to learning. 12% of the population agreed

that homeworks can’t contribute to their understandings. 73% of the male and 56% of

the female disagreed that homeworks can’t contribute to learning. The test value is 2

more than the rejection level signifying that there is a difference between the two

groups.

Table 8
## MALE FEMALE TOTAL X2
N % N % N %
8. A 22 28% 19 16% 41 21% 5.298
B 41 53% 65 55% 106 54%
C 15 19% 34 29% 49 25%

Easily distracted when doing homeworks. 1/4 of the population disagreed to this

statement and more than ½ are undecided.21% agreed, 16% of the female and 28% of

19
the male. The test values of the data is 5.298 and is lower than the rejection level.

Therefore, there is no significant difference between the two groups of data.

Table 9
## MALE FEMALE TOTAL X2
N % N % N %
9. A 45 58% 43 36% 88 45% 8.614
B 24 31% 54 46% 78 40%
C 9 11% 21 18% 30 15%

Doing better on quizzes. 45% of the population agreed that they do better on quizzes

and tests than in homeworks. 58% of the male and 36% of the female agreed. The test

value is greater than the level of rejection. Therefore, there is a significant difference

between the two groups.

Table 20
## MALE FEMALE TOTAL X2
N % N % N %
10 A 36 46% 57 48% 93 47% 4.014
B 28 36% 51 43% 79 41%
.
C 14 18% 10 9% 24 12%

Support Resources. 46% of the male samples agreed that they use online resources

in order to complete homeworks, 48% of the female samples also agreed. 12% of the

population didn’t have any support resources. The test value of the data is 4.014 and is

lower and doesn’t belong to the area of rejection. Therefore, there is no significant

difference between the two sets of data.

Table 31
## MALE FEMALE TOTAL X2

20
 N % N % N %
11 A 30 38% 38 32% 68 35% 1.055
B 23 29% 42 36% 65 33%
.
C 25 32% 38 32% 63 32%

Homeworks allow me to study less. The number of students who agreed to statement

11 has a very slight difference to those who are undecided and disagreed. 35 % of the

population agree, 32% of the female and 38% of the male. The test value is a lot lesser

than the rejection level so there is no significant difference between the two groups of

data.

Table 42
## MALE FEMALE TOTAL X2
N % N % N %
12 A 26 33% 20 17% 46 23% 9.489
B 29 37% 41 35% 70 36%
.
C 23 30% 57 48% 80 41%

A busy work. Statement number 12 aims to know whether students find homeworks as

a busy work. Majority of the students (41%) disagree to the statement. 48% of the

female and 30% of the male. There is a significant difference between the two groups

because the test value exceeds 5.99, the rejection level.

Table 53
## MALE FEMALE TOTAL X2
N % N % N %
13 A 41 53% 64 54% 105 54% 0.27
B 24 31% 34 29% 58 30%
.
C 13 16% 20 17% 33 16%

21
Support Resources. This statement aims to know whether students have computers to

access to whenever they need help for their homeworks. More than half of the

population (54%) agreed to the statement, 54% of the female and 53% of the male. The

test value is less than the rejection level therefore, there is no significant difference

between the two groups.

Table 64
## MALE FEMALE TOTAL X2
N % N % N %
14 A 35 45 52 44 87 44 1.923
B 22 28 42 36 64 33
.
C 21 17 24 20 45 22

Help from other people. Fourteenth statement aims to know whether students want

people helping them in their homeworks or not.44% of the population agreed, 44% of

the female and 45% of the male.

Table 75
## MALE FEMALE TOTAL X2
N % N % N %
15 A 23 29 28 24 51 26 10.605
B 38 49 38 32 76 39
.
C 17 22 52 44 69 35

Too much homework. The fifteenth statement aims to know whether the samples’

English teacher assigns too much homework or not.

The test value of statements 3, 4,5,8,10,11 and 14 were less than the

rejection level, which is 5.991. This shows that there is no significant difference between

the two groups. Meanwhile, the rest of the statements were greater than the rejection

22
level. This signifies that there is a difference between the responses of male and female

grade seven students.

The first fifteen statements were from the first section of the survey, which were

answered using the Likert Scale ranging from disagree to agree. The next section

consists of five general demographic questions. The data gathered from section two

are shown in the graphs below.

Graph 1. On an average day, how much homework do you

complete in class?

5% None
13%
5-10 mins
21% 10-20 mins
20-30 mins
> 30 mins
31%

30%

Graph 1 shows that most of the grade 9 students completes 20-30 minutes of

homework in class. A few spends more than 30 minutes with 5%. 21% completes only

5-10 minutes of homeworks.

23
 Graph 2. On an average day, how much homework do you
complete at home?

4%4% None
15%
5-10 mins
10-20 mins
20-30 mins
> 30 mins
41%
37%

Graph 2 shows that most of the students completes only 10-20 minutes of

homework at home. By comparing graphs 1 and 2 we can tell that they spend more time

on homeworks at school than at home.

Graph 3. I do homework on the weekends.

9% 8%
6% Never
11% Rarely
Sometimes
Often
Always

66%

24
 Graph 3 shows that most students only do homeworks on the weekends

sometimes, 6% rarely do their homeworks and 11% often do homeworks on the

weekends.

Graph 4. How much do you like English?

8%
Great deal
Somewhat
20% 39% Undecided
Not really
Not at all
7%

26%

Graph 4 shows how much students like English. 39% finds English a great deal,

26% percent chose somewhat and only 8% chose not at all.

25
 Graph 5. How would you describe your grades in English?

7% 3%4%
Very High grades
27% High grades
Average
Low grades
very low grades

60%

The graph shows that 60% of the population describes their grades as

average, 7% says they get low grades, 4% says they have very high grades, 27% has

high grades and 2% described their grades as very low.

The responses of the teachers on the survey developed are shown below.

1. Why do you give homeworks?

Respondent #1

I require my students to read one chapter out of their textbook each week, and

to complete a short take-home quiz on the material. It helps to supplement the

notes I give in class, so that I can spend more class time on other hands-on

activities. I learned in college that hands-on work is the best way for students

to learn, and that’s certainly true. However, it’s definitely not the

26
most efficient way. So, if I’m going to offer interactive activities in class, I need

students to put in some time and effort studying outside of class as well.

Respondent #2

Homework is a great way for teachers to keep their students sharp. I think that homework can

be used as an important tool in continuing the education of a student when they leave the classroom.It

keeps their minds sharp and keeps them focused when they are not with the teacher.

Respondent #3

 it gives students a second look at the material. Also it students a chance to use extra arenas to

study the material such as the Internet. Students would get a chance to work at their own pace, as

opposed to a classroom environment.

Respondent #4

Teachers give homework to measure the progress of their students and to help them learn

important concepts. If teachers didn't give out homework, then students would have no way of practicing

the important things they have learned. If students didn't learn in school, they would be poorly equipped

to be functioning adult

Respondent #5

to measure the progress of my students and to help them learn important concepts.

2. What type of homework do you give?

The respondents gave a common answer. They give activities from the books and sometimes let

their students read in advance the upcoming story or lesson to be discussed.

27
 3. How often do you give homework?
3.5

2.5

1.5

0.5

0
None Once a week 2-3 times a week 4-5 times a week

Series 1
.

4. How do you correct homework?

3.5

2.5

1.5

0.5

0
In class Peer assessment Take up the work

Series 1

28
5. What (on average) is the turn around time in terms of returning
homework?
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Next day Withing 3 days Within a week

Series 1

6. What kind of feedback do you give? 

3.5

2.5

1.5

0.5

0
Grade Comment Both

Series 1

29
7. Do you differentiate homework (for students with special needs or to cover the
range of abilities in the class)?
Yes – 5 No- 0

8 Do you use the school journal to communicate with parents?

Yes- 4 No- 1

Do you use it to communicate positive as well as negative messages?

Yes- 2 No- 3

30
 CONCLUSION

Using Pearson Chi Square test of independence to see if there was a

significant difference between males’ and females’ views on homeworks, the

researchers found out that there are differences between the female and male’s

responses. The results of each statement varied, some exceeded the rejection level and

some didn’t. The researchers concluded that some views of boys and girls in

homeworks are not the same. There might be a certain factor that caused the difference

between the two.

The teacher survey also clearly showed the teachers’ intention in giving

homeworks.

In addition, the data gathered shows that there is a relationship between self-

efficacy, support resources and help availability and homework completion.

31
 RECOMMENDATIONS

These are the following recommendations that the researchers will recommend

to the future researchers

 The researchers recommend them to use conduct the survey on a bigger

population.

 The researchers also recommend them to conduct a survey on the

English teachers to know their points of view and to know if there is a

difference between students’ and teachers’ view on homeworks.

32
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different strengths of relation at the elementary and secondary school levels. Social Psychology of

Education, 3, 295-317. 1999

 Cathy Vatterott. REthinking HOmerowk (Best PRactices that support diVERSE NEEDS. 2009

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 APPENDIX A

NAME (Optional): _______________________________________ GENDER: ____________

ENGLISH TEACHER: ____________________________________ SECTION: ____________

AGREE UNDECIDED DISAGREE

1. I use my English homework to help me study A B C
2. English homeworks are harder when I am not confident in my A B C
ability
3. I understand why English teachers assign homeworks A B C
4. English homeworks help teach me things for the future A B C

5. If I don’t understand the homework, I give up on it A B C

6. English homeworks help me understand the lesson from the A B C

day’s class

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7. English homeworks don’t help me learn A B C
8. I am easily distracted when I do my English homework A B C

9. I do better on test and quizzes than homeworks A B C

10. I use online resources to complete my English homework A B C
11. Doing my homeworks allow me to study less A B C
12. English homework is just a busy work A B C
13. I have access to a computer if I need it to complete my A B C
English homework
14. I like when other people help me on my English homework. A B C

15. My English teacher assigns too much homework A B C

16. On an average day, how much homework do you complete in class?

A. None B. 5-10 minutes C. 10-20 minutes D. 20-30 minutes E. More than 30 minutes

17. On an average day, how much homework do you complete at home?

A. None B. 5-10 minutes C. 10-20 minutes D. 20-30 minutes E. More than 30 minutes

18. I do homework on the weekends.

A. Never B. Rarely C. Sometimes D. Often E. Always

19. How much do you like English?

A. Great deal B. Somewhat C. Undecided D. Not Really E. Not at all

20. How would you describe your grades in English?

A. Very High grades B. High Grades C. Medium Grades D. Low Grades E. Very low grades

APPENDIX B

BABAG NATIONAL HIGH SCHOOL GRADE SEVEN STUDENTS’ VIEWS ON HOMEWORKS IN ENGLISH

Questionnaire for Teachers

1. Why do you give homework?

______________________________________________________________________________
______________________________________________________________________________
__________________________________________

2. What type of homework do you give? _____________________________________

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3. How often do you give homework?
a. Noneb. Once a week c. 2-3 times a week d. 4-5 times a week

4. How do you correct homework?

a. In class b. Peer or self-assessment c. Take up the work

5. What (on average) is the turn around time in terms of returning homework?
a. Next day b. Within 3 days c. Within a week

6. What kind of feedback do you give?

a. Grade b. Comment c. Both

7. Do you differentiate homework (for students with special needs or to cover the range of abilities in
the class)?
YES NO
8. Do you use the school journal to communicate with parents?
YES NO

9. Do you use it to communicate positive as well as negative messages?

YES NO

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