Effects of Homework on Academic Performance among

JHS Students of Lawigan-Bura National High School

A Research Study

Presented by the faculty of

Lawigan-Bura National High School

Submitted in Partial of

the requirements for subject

Practical Research II, in Daily Life

Querol, Marvin V.

Ocampo Marlon D.

Caneos Earl John G.

Casido Charlson B.

Abendaño Mitchel V.

Researcher

September 13, 2025

 Effects of Homework on Academic Performance among JHS

Students of Lawigan-Bura National High School

Chapter I

The Problem

Introduction

Homework is defined as tasks assigned to students by their teachers

to be completed outside of class and also it intended to reinforce learning,

develop study skills, and promote independent learning (Copper, 2001).

Academic performance is defined as a student’s ability to complete

academic assignments, and it is assessed using objective criteria such as

final course grades and grading point average (Anthonysamy et al., 2020;

Busalim et al., 2019).

The research on the effects of homework on academic performance

among students is crucial due to the increasing concern over student

fatigue and its implications for learning outcomes (Kohn, 2006; Dewald et

al., 2010). Additionally, excessive homework can lead to student fatigue,

which negatively impacts academic performance. Research by Kohn

(2006) indicates that when students are overwhelmed with homework,

they may experience heightened stress and fatigue, which can hinder

their ability to engage meaningfully with the material and perform well

academically.

Moreover, studies have shown that fatigue can diminish cognitive

functioning, leading to decreased attention, motivation, and overall

academic achievement (Dewald, et al. 2010). Research has shown that

the overloading of homework causes students not only to neglect school

interests, but also to fatigue physically and emotionally (Copper 2004). It

also affects students’ homework behaviors and does not achieve good

learning outcomes. Warton (2001 ) notes that homework influences the

emotional effects of students and causes tensions with their parents. In

some circumstances, students do not want to do homework because they

do homework to meet their teachers (Paudel, 2012).

However, the study conducted at Bestlink College of the

Philippines assessed Grade 12 ABM students and found that homework

significantly improved performance in written work, performance tasks,

and quarterly assessments. The study highlighted that homework helps

students become more familiar with lessons and enhances their

participation and understandings, De Guzman et al. (2019).

 At Lawigan-Bura National High School, the researcher observed that

some students are busy with their homework. Some students find

homework as a source of stress and fatigue the fact that this students are

reading notes and using cellphones to do research or homework at night.

Since there is no existing research about the effects of homework toward

academic performance in the school the researchers find it timely to

conduct the study.

Hence, this research paper aims to identify the effects of homework

in academic performance among the Junior High School students in

Lawigan-Bura National School. By reviewing existing literature and

analyzing gathered data, this study seeks to determine whether

homework contributes to academic success or if it places unnecessary

pressure on students. Understanding the relationship between homework

and academic performance, is crucial for educators, parents, and

policymakers striving to create a balanced and effective educational

system.
Theoretical Framework

Achievement Goal Theory

This theory posits that students’ motivation and performance are

influenced by the types of goals they set for themselves. There are two

primary types of goals: mastery goals (focused on learning and self-

improvement) and performance goals (focused on demonstrating ability

relative to others). Homework can be designed to promote mastery goals

by encouraging students to engage deeply with the material, fostering a

love for learning and leading to improved academic performance. When

students focus on mastering content through homework, they are more

likely to develop a deeper understanding and retain information (Dweck,

2000; Elliot & McGregor, 2001).

Time on Task Theory

Research indicates that the amount of time students spend on

homework is positively correlated with academic achievement. This

concept suggests that more time spent on homework can lead to better

understanding and mastery of content (Cooper, 2002). The more time

students spend on homework, the more opportunities they have to

engage with the content. This engagement allows for deeper processing

of information, which is essential for mastering complex concepts. When

students are actively involved in their learning, they are more likely to

retain information and develop critical thinking skills (Hattie, 2009).

Overload and Burnout Theory

Excessive homework can lead to student overload, resulting in

stress and burnout. This theory posits that when students are

overwhelmed with homework, their motivation and academic performance

may decline due to fatigue and anxiety (Kohn, 2006). In addition, when

students feel overwhelmed by homework, their intrinsic motivation to

learn can diminish. The perception of homework as a burden rather than a

valuable learning tool can lead to disengagement from academic

activities. This decline in motivation can result in lower academic

performance and a lack of interest in school (Pope, 2001).

Negative Feedback Loop Theory

When students struggle with excessive homework, they may receive

lower grades or feedback that reinforces their feelings of inadequacy. This

negative feedback can further decrease motivation and engagement,

creating a vicious cycle where poor performance leads to decreased effort

and further academic decline (Hattie & Timperley, 2007).

Hence, theories show that balanced homework supports learning.

Achievement Goal Theory links mastery goals to better engagement,

while Time on Task Theory ties homework time to achievement. In

contrast, Overload and Burnout Theory warns against excessive

homework, and Negative Feedback Loop Theory shows how poor

performance can lower motivation.

Conceptual Framework

The conceptual framework shows an illustration on how the study

was conducted. As shown, the effects of homework in academic

performance among junior high school students was assessed by

analyzing their demographic profile through a survey ultimately aiming to

develop an action plan to improve student outcomes.

Input Process Output

1. Respondent’s
demographic Profile
according to:
1.1 Age
1.2 Grade level
1.3 Sex
1.4 Grade point average
1.5 Parents highest
educational attainment

2. Effects of homework on
academic performance
among students in
Lawigan-Bura National High
School?

Survey
Action Plan
Questionnaire
 Figure 1. Conceptual Paradigm of the study

Figure 1 shows the conceptual paradigm of the study which

employs input, process, output (IPO) approach. The input was composed

of demographic profile of respondents which include age, grade level, sex,

grade point average, and parents highest educational attainment. The

process was composed of the survey questionnaire and the expected

output of the study was the action play based on the findings of the

study.

Statement of the Problem

The study aims to determine the effects of homework on academic

performance on Junior high school students of Lawigan-Bura National High

School

Specifically, it sought to answer the following questions:

1. How may the profile of the respondents described in terms of;

1.1. Age

1.2. Grade Level

1.3. Sex

1.4. Grade point average

 1.5. Parents highest educational attainment

2. To what extent does homework affect student’s academic

performance?

3. Is there a significant difference in the effects of homework on

academic performance among senior high school students when

grouped according to age, grade level, sex, grade point average and

parents highest educational attainment?

Hypothesis

The researchers was guided by the null hypothesis with 0.05 level of
significance below.

H₀: There is no significant difference in the effects of homework on

academic performance among senior high school students in terms of

age, grade level, sex, grade point average, and parents highest

educational attainment?

Scope and Delimitation of the Study

 This study focused on determining the effects of homework on

academic performance among junior high school students at Lawigan-

Bura National High School. The data was collected from 40 respondents

who was selected through Simple Random Sampling. These students are

currently enrolled at Lawigan-Bura National School in the school year

2024-2025. This study was undertaken during the school year (SY) 2024-

2025.

Significance of the study

This study was beneficial to the following:

School Administrator. By analyzing the relationship between homework

and academic performance, the study can identify best practices that lead

to improved student outcomes. This can help in tailoring homework

assignments to maximize their educational benefits.

Students. The findings of the study can guide educators in developing

effective homework policies that maximize learning while minimizing

negative effects on students.

Teachers. The results of the study can help teachers evaluate whether

the current homework practices they implement are truly effective. It may

guide them in designing homework that better supports students’ learning

and academic performance.

Parents. The research findings may inform parents about the potential

positive or negative effects of homework on their children’s stress levels,

well-being, and academic motivation. This awareness can lead to more

supportive home environments.

Future Researcher. This will further open doors for future researchers to

get some information that might be needed in the research and some of

their questions may be possibly be answered by this research.

Definition of terms

For better understanding of the study the following terms or defined

according to the text in which they were used.

Academic performance. It refers to how well a student is doing in their

studies. It is usually measured by grades, test scores, and the completion

of academic tasks.

Age. 15-18 years old students who are enrolled in the present school year

2024-2025.

Effects. A change which is resolved or consequence of an action or other

cause.

Family monthly income. The combined monthly total income received

by all members of a family before taxes.

Household size. It refer to a total number of people living in the same

home.

Homework. The work or assignments that a student is given to do at

home, usually to practice or review what was taught in school.

Parents highest educational attainment. The highest grade or year

completed in school, college or university of their parents.

Students. It refers to grade 11-12 students studying in the Lawigan-Bura

National High School.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents their view of related studies about the effects

of homework on academic performance among students.

Positive Effects of Homework

Homework has been shown to have several positive effects on

academic performance, particularly when it is well-structured and

appropriately assigned. Research by Cooper et al. (2006) indicates that

homework can enhance students’ understanding of material and improve

their academic achievements.

Parental Involvement in Homework

Parental involvement plays a crucial role in shaping students’

academic performance, particularly in the context of homework.

Numerous studies have demonstrated that when parents actively engage

in their children’s homework, it can lead to improved academic outcomes.

For instance, Epstein and Sheldon (2002) found that effective parental

involvement strategies, such as monitoring homework and providing

assistance, positively correlate with students’ motivation and achievement

levels. Similarly, a meta-analysis by Fan and Chen (2001) revealed that

parental involvement is a significant predictor of academic success,

emphasizing the importance of parents’ roles in supporting homework

completion.

Develop self-regulation skills

Another study of Xu and Corno (2009) found that homework helps

students develop self-regulation skills, which are essential for academic

success. Furthermore, research by Trautwein and Köller (2003) indicates

that homework can foster a sense of responsibility and time management

among students, as they learn to balance their academic and personal

commitments.
Homework improves academic performance

According to the (High School Journal, 2006) it improves students

achievement. Completion of take-home assignments has been shown to

improve students’ standardized test results. Furthermore, according to an

analysis by a university in San Diego, students in classes that assign

homework perform better than 69% of those in classes without it. The

study also indicates that homework can significantly boost academic

performance at the secondary level, with students who complete

assignments often achieving higher scores on standardized tests and

overall grades compared to their peers. Besides, homework is a widely

used educational practice that has been shown to be effective in

promoting students’ learning and academic achievement in many subject

areas (Cooper, 2010).

Several studies have indicated a positive correlation between

homework completion and academic achievement. For instance, a meta-

analysis conducted by Cooper, Robinson, and Patall (2006) examined 120

studies on homework and found a moderate positive relationship

between homework and achievement in middle and high school

students. The analysis revealed that completing homework was

associated with higher test scores and improved academic

performance. Additionally, a study by Herreid and Schiller (2013) found

that homework assignments significantly boost student achievement and

engagement.

Thus, homework has been shown to improve academic

performance, especially when it is well-structured and supported by

parents. Studies show it helps students understand material, boosts test

scores, and builds skills like responsibility and time management (Cooper

et al., 2006; Herreid & Schiller, 2013; Epstein & Sheldon, 2002; Xu &

Corno, 2009).

Negative Effects of Homework source of stress

According to the Stanford Report their study find out that 56% of

the students considered homework a primary source of stress, according

to the survey data. Fourthy-three percent viewed tests as a primary

stressor, while 33 percent put the pressure to get good grades in that

category. Less than 1 percent of the students said homework was not a

stressor.

Health Problems
 Additionally, their study also found in their open-ended answers,

that many students said their homework load led to sleep deprivation and

other health problems. They asked students whether they experienced

health issues such as headaches, exhaustion, sleep deprivation, weight

loss and stomach problems. Therefore, these factors could greatly affects

the students academic performance if they will experience negative

effects of excessive homework.

Emotional effects of homework

A study conducted by the Centers for Disease Control and

Prevention in 2019 revealed that 37% of high school students admitted to

feeling persistent sadness or hopelessness, while 19% disclosed thoughts

of suicide. In reaction, over half of U.S. states required schools to

implement a mental health curriculum incorporate mental health into their

standards. Klein (2022) demonstrates that excessive homework leads to

heightened stress levels, issues with physical health, and an imbalance in

students’ lifestyles. Research indicates that assigning over two hours of

homework daily can have negative effects, but numerous educators still

give out excessive amounts.

Mental Health

In a study from the University of the Philippines, Tameta emphasized

that excessive and repetitive homework tasks can lead to mental fatigue

among students. The research revealed that learners often experienced

cognitive overload, difficulty concentrating, and emotional exhaustion,

especially when given multiple assignments across different subjects in a

single day. Many of the tasks were rote-based, involving repetitive drills

and memorization, which discouraged engagement and critical thinking.

This led students to perceive homework as a burden rather than a

meaningful learning activity. Moreover, the study highlighted the

disproportionate impact on students from low-income backgrounds, who

often lacked access to quiet study spaces, reliable internet, and parental

guidance. These limitations significantly hindered their ability to complete

homework effectively, further widening the gap in academic performance

between them and their more privileged peers (Tameta 2019).

Decreased academic motivation and higher absenteeism rate

In addition, thesis from Central Mindanao University revealed that

Grade 10 students who were frequently given heavy homework tasks

experienced decreased academic motivation and higher absenteeism

rates. The study found that when students were overwhelmed with

multiple assignments, they often felt stressed and discouraged, leading to

a loss of interest in school activities and academic responsibilities. Many

students admitted to skipping classes or arriving late because they stayed

up late completing homework, resulting in fatigue and lack of energy the

following day.

Teachers also observed a noticeable decline in class participation

and enthusiasm among these students, with some expressing feelings of

hopelessness or frustration. The thesis emphasized that the pressure to

meet constant deadlines made learning feel like a burden rather than an

opportunity, causing students to disengage both emotionally and

academically. To address this issue, the researchers recommended

designing homework tasks that are purposeful, balanced, and supportive

of students’ overall well-being to prevent burnout and improve school

attendance Llorin, R. (2022).

Prone to Burnout

A localized study conducted In Cebu City public high schools found

that students who received more than two hours of homework daily were

more prone to burnout and less likely to participate actively in class. The

study observed that prolonged homework hours often led to sleep

deprivation, irritability, and a decline in students’ overall well-being. Many

students reported feeling overwhelmed and mentally exhausted, which

negatively affected their focus and enthusiasm during classroom

discussions. Teachers also noticed a drop in homework quality and

classroom engagement among students who were burdened with

excessive assignments. The study further revealed that these students

often prioritized quantity over comprehension just to meet deadlines,

resulting in shallow learning. As a result, researchers recommended

limiting homework to a manageable amount and ensuring that tasks are

meaningful, well-paced, and aligned with students’ actual learning needs

to foster better academic performance and student well-being Dela Cruz,

J. & Fernandez, M. (2021).

Homework Policy

In August 2019, Senator Grace Poe introduced Senate Bill No. 966,

also known as the "No Homework Law, during the 118th Congress. This

Senate bill bans teachers from assigning homework to kindergarten

through Grade 12 students on weekends. The bill mandated that teachers

in all primary and secondary schools nationwide be prohibited from

assigning any homework or projects to students. According to the new

rule, teachers can only give students homework on weekends if it is

minimal and can be completed in under four hours. The policy will affect

public and private schools (Education South, 2023.

Therefore, homework has both positive and negative effects on

students’ academic performance. Research shows that well-structured

homework improves understanding, test scores, responsibility, time

management, and self-regulation (Cooper et al., 2006; Xu & Corno, 2009;

Herreid & Schiller, 2013). Parental involvement also enhances students’

motivation and achievement (Epstein et. Al 2001).

On the other hand, excessive homework can cause stress, sleep

deprivation, health issues, and mental fatigue (Stanford Report; Tameta,

2019). Studies in the Philippines further show that heavy workloads

reduce motivation, increase absenteeism, and lead to burnout (Llorin,

2022; Dela Cruz & Fernandez, 2021). In response, policies such as the “No

Homework Law” (SB 966) aim to limit excessive assignments to protect

student well-being (Education South, 2023).

Despite extensive research on the benefits and drawbacks of

homework, there is limited evidence on the optimal balance of homework

that maximizes academic achievement while minimizing stress and health

problems, particularly within the Philippine context where socioeconomic

disparities and school resources may influence its overall impact (Dela

Cruz & Fernandez, 2021).

 Chapter III

METHODOLOGY

This chapter presents the operational framework of the study. It

includes the following: research design, local of the study, respondents of

the study, research instrument, validity and reliability, data gathering,

data analysis, procedure, statistical tools, and ethical considerations.

Research Design

The descriptive quantitative method of research was used in the

study. The survey questionnaire served as the main instrument for

gathering the data needed for the study.

Locale of the Study

The study survey was conducted at the Lawigan-Bura National High

School in the Lawigan, Catarman, Camiguin. The location was chosen

based on the researchers focus and objectives for the study.

 Figure 2 Lawigan-Bura National High School Map

Lawigan-Bura National High School is a school in a province of

Camiguin, X- Northern Mindanao, in the municipality of Catarman.

Lawigan-Bura National High School was established in July 21 1967.

Lawigan-Bura National High School is situated nearly Timayog Bridge 2

and Blue Lagoon. Lawigan- Bura National High School is a DepEd

management partially rural secondary public school.

Respondents of the Study

The respondents of the study were the Grade 7 to Grade 10

students of Lawigan-Bura National High School in Lawigan, Catarman,

Camiguin. The respondents of the study were selected using the simple

random sampling method specifically through a lottery approach where

names of all grade 7 to grade 10 students will be written on steps of paper

and drawn randomly to ensure equal chances of selection.

 Table 1.
Respondents of the Study
Grade No. Of No. of Percentag
Level Enrollment Respondents e
7 60 10 25%
8 28 10 25%
9 31 10 25%
10 48 10 25%
Total 167 40 100%

Validity and Reliability of the Instrument

To ensure the research instruments validity, a modified

questionnaire by the researcher was validated by three experts to either

retain, revise, or delete contents or parts of the instrument. And to ensure

reliability the researchers conducted a pilot testing at the Lawigan-Bura

National High School which result was computed through Cronbach

Coefficient alpha.

Data Gathering Procedure

The researchers asked permission from the school administrator to

gather the data and approach the different class advisors from Grade 7 to

Grade 10. The respondents were selected though simple random sampling

technique to ensure that every member of the population has an equal

chance of being included in the sample. The respondents was assured of

confidentiality and was informed consent was obtained before the

administration of the survey questionnaire.

Data Analysis Procedure

To analyze the data collected, frequency counts and percentages

was used to summarize the demographic profile of the respondents

including variables such as age, sex, grade level, Grade point average and

parents highest educational attainment. For the second question which

explores the extent to which homework’s affect student’s academic

performance, a weighted mean was collected to determine the average

level of the effects of homework on academic performance. Lastly, to

examine whether there are significant difference in the effects of

homework on academic performance among junior high school students

when group according to age, grade level, sex, grade point average and

parents highest educational attainment, inferential statistical test was

applied. Specifically, a t-test was used for variables with two categories

while Analysis of Variance (ANOVA) was conducted for variables more than

two categories.
 Arbitrary Statistical Descriptive Interpretatio
Value Limits Equivalents n
5 4.21-5.00 Strongly Homework
Agree always affects
students
academic
performance
4 3.41-4.20 Much Agree Homework
frequently
affects
students
academic
performance
3 2.61-3.40 Agree Homework
moderately
affects
academic
performance
2 1.81-2.60 Disagree Homework
rarely affects
academic
performance
1 1.00-1.80 Strongly Homework
Disagree never affects
academic
performance

Table 2.

Scoring guidelines on the effects of homework on junior high school

students’ academic performance.

Developed based on a synthesis of literature on homework effectiveness

and student engagement). (Cooper, 2001; Hattie, 2009; Marzano & Pickering, 2007).

Ethical Considerations
 The researchers will ensure that ethical consideration will be

observed throughout the research process. The participants will be

informed about the purpose of the study and their right to withdraw at any

time. Confidentiality and anonymity will be guaranteed, and the data

gathered will be used solely for research purposes.

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the presentations, analysis, and interpretation

of data gathered. The presentation was based on the arrangement of the

statement of the problem.

Problem 1. What is the profile of the students in terms of Age,

Sex, Grade Level, General point average, and Parent’s Highest

Educational Attainment?

The table 3 shows the profile of the respondents indicating their

age, sex, grade level, grade point average and parent’s highest

educational attainment. The findings showed that majority of the

respondents were 14-15 years old with 20 respondents or equivalent 50%

of the total population. This was followed by 12-13 years old having a total

of 17 respondents or equivalent to 42. 5% of the total population, 3

respondents aged 16-17 above or 7.5% of the total population. The table

also showed that the male and female respondents or 50%, respectively.
 Table 3.
Demographic profile of the Respondents (N=40)
Demographic Frequency
Percentage
Age:
14-15 years old 20 50%
12-13 years old 17 42.5%
16-17 above 3 7.5%
Total: 40 100%
Sex:
Male 20 50%
Female 20 50%
Total: 40 100%
Grade Level
Grade 7 10 25%
Grade 8 10 25%
Grade 9 10 25%
Grade 10 10 25%
Total: 40
100%

General Point Average

90-100 23 57.5%
85-89 11 27.5%
80-84 5 12.5%
75-74 1 2.5%
Total: 40
100%
Parent’s Highest
Educational Attainment:
College Graduate 14 35%
High School Level 10 25%
High School Graduate 7 17.5%
College Level 6 15%
Masteral 2 5%
PHD/Doctoral Degree 1 2.5%
Total: 40
100%
 According to Mugenda (2003), analyzing respondents’ demographic

profiles is essential for understanding variations in perceptions, behavior,

and outcomes, as these characteristics often influence how individuals

respond to research topics.

In addition, the respondents from each grade level had an equal

distribution of 10 respondents or 25% of the total population. According to

Brinkman et al. (2007), analyzing the distribution of students across all

the grade levels provides insights into developmental patterns, academic

performance, and the allocation of resources necessary to meet the

specific needs of the group.

Moreover, the data also showed the profile of the respondents’

highest educational attainment which revealed that 14 out 40

respondents parents or 35% were college graduates and 10 out 40

respondents’ or 25% were high school level. Only 7 respondents or 17. 5%

had parents who were high school graduate, 2 or 5% masteral and 1 or

2.5% respondent for doctoral degree, respectively. According to Davis-

Kean (2005), parents’ highest educational attainment significantly

influences a students’ academic performance, aspirations, and overall

success by shaping the home environment and providing resources and

support in learning.
 Problem 2. To what extent does homework affects academic

performance?

Table 4.
A. Positive effects of homework
Parental Involvement
Mean
Description
My parents check if I do 3.85 Much Agree
my homework.

My parents help me when I 3.3 Agree

I do not understand my
homework.

My parents ask me about 3.7 Much

Agree
the homework I receive.

My parents remind me to 3.83 Much

Agree
finish my homework.

My parents encourage me to 3.55 Much

Agree
homework even if I feel tired
and unmotivated.
 Total Average Weighted Mean 3.64 Much
Agree

Based on the table, the total average weighted mean for the parental

involvement is 3.64 which described as “Much Agree”. This indicates that

parental involvement frequently affects students’ academic performance.

According to the study of Hoover-Dempsey (2001) explained that parents

who are involved in their child’s homework not only provide academic

guidance but also influence their child’s belief in their ability to succeed.

In addition, most parents actively participate in their children’s homework

by checking, reminding, helping, and motivating them, which supports

the idea that strong parental involvement contributes positively to

students’ academic performance.

Table 5.

A. Positive effects of homework

Develop self-regulation Skills
Mean
Description
I set aside a specific time 3.77 Much
Agree
Each day to do homework.

I manage my time to finish 3.85 Much

Agree
Homework on time

I finish homework before 3.58 Much

Agree
Playing or using gadgets.

I finish my homework even 3.75 Much

Agree
If no one remind me.

Homework helps me develop 3.89 Much

Agree
Self-regulations discipline.

Total Average Weighted Mean 3.79 Much

Agree
 Table 6.
A. Positive effects of homework
Improve Academic Performance
Mean
Description
When I do homework, it 4.20 Strongly
Agree
improves my academic
performance.

I get higher grades in 3.88 Much Agree

tests when I complete
My homework.

Homework helps me 3.95 Much Agree

prepare for quizzes and
exams.

Without homework I would 3.63 Much Agree

not perform as well in school.

Homework helps improve

overall academic performance. 3.93 Much
Agree

Total Average Weighted Mean 3.92 Much

Agree
 Table 7.
A. Positive effects of homework
Mean
Description
Parental involvement 3.64 Much
Agree

Develop self-regulation 3.79 Much

Agree
skills

Improved Academic 3.92 Much

Agree
Performance

Total Average Weighted Mean 3.76 Much

Agree
 Table 7.
B. Negative effects of homework
Source of stress
Mean
Description
I feel stressed when I have 3.48 Much
Agree
too much homework to finish.

Homework causes more stress 3.13 Much

Agree
than it helps me to improve in
school.

I feel stressed when I think 3.3 Agree

about the homework I need
to do.

Because of stress I sometimes 3.3 Agree

do my homework without fully
understanding.

I feel stress when the homework 3.98 Much

Agree
is difficult.

Total Average Weighted Mean 3.44 Much

Agree
 Table 8.
B. Negative effects of homework
Decreased Academic Motivation
Mean
Description
I sometimes copy homework 3.45 Much
Agree
instead of doing it myself
because I lack of motivation.

I feel afraid to go to class when 4.25 Strongly

Agree
I do not finish my homework.

I am sometimes unmotivated to 3.28 Agree

do my homework because it is to
difficult.

I sometimes miss school because 2.73 Disagree

I cannot complete my homework.

I feel less excited to attend class 3.23 Agree

when I fail to finish my homework.

Total Average Weighted Mean 3.55

Agree
 Table 8.
B. Negative effects of homework
Decreased Academic Motivation
Mean
Description
Source of stress 3.44 Much
Agree

Health problems 3.09 Agree

Decreased academic 3.39 Agree

Motivation

Total Average Weighted Mean 3.31

Agree
 Effects of Homework on Academic Performance among JHS

Students of Lawigan-Bura National High

Survey Questionnaire

Instruction: Put a check mark (✓) on the box that corresponds to your

answer.

Positive effects of Strongly Much Agre Disagre Strongly

homework Agree Agree e e Disagree

5 4 1
3 2
Parental Involvement

[Link] parents check if I do

homework on school.

[Link] parents help me

when I do not understand
my homework.
[Link] parents ask me
about the homework I
receive from school.
[Link] parents remind me
to finish my homework.
[Link] parents encourage
me to do homework even
if I feel lazy or tired.
Develop Self-
regulation skills

1. I set aside a specific

time each day to do my
homework.
2.I try to finish my
homework before doing
other activities (e.g.,
playing, using gadgets).
3.I can manage my time
well so that I can finish
my homework on time.
4.I finish my homework
even if no one reminds
me.
[Link] helps me
develop self-control and
discipline.
Improve academic
performance

[Link] I do homework it
improves my academic
performance.
2. I get higher grades in
tests when I complete
my homework

[Link] helps me
prepare for quizzes and
exams.
[Link] homework, I
would not perform as
well in school.
[Link] helps
improve my overall
academic performance
Negative effects of
homework
Source of stress

1.I feel stressed when I

have too much
homework to finish.
2. Homework causes
more stress than it helps
me improve in school.
3.I feel stressed when I
think about the amount
of homework I need to
do.
[Link] of stress, I
sometimes do my
homework without fully
understanding it.
[Link] stress
makes me perform
poorly in quizzes or tests.
Health Problems

1. I experience
headaches when I have
too much homework.
[Link] too long while
doing homework causes
me body pain (back,
neck, or eyes).
[Link] makes me
feel physically tired.
4.I get eye strain or
blurry vision from
spending too much time
on homework
[Link] makes me
sleep late and feel sleepy
during class.
Decreased academic
motivation and higher
absenteeism rate

1.I sometimes copy

homework instead of
doing it myself because I
lack motivation.
2.I feel afraid to go to
class when I do not finish
my homework.
3.I sometimes feel
unmotivated to do my
homework because it is
too difficult.
4.I sometimes miss
school because I cannot
complete my homework.
5.I feel less excited to
attend class when I fail to
finish my homework.

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Leadership, 58(7), 34–38.

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literature. Using research to answer practical questions about homework.
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[Link]

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[Link]

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[Link]
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[Link]

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[Link]

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378302821_The_correlation_between_homework_load_and_academic_bur
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[Link]