Unveiling the parents’ perceptions on no-homework policy in Nangan Elementary School
DOI:
https://doi.org/10.51798/sijis.v2i2.98Keywords:
education, no-homework policy, Grade 5 & 6 parents, qualitative phenomenological research, thematic analysis, Nangan Elementary School, Governor Generoso, Davao Oriental, PhilippinesAbstract
This qualitative-phenomenological study was initiated to explore and understand the lived experiences and different perceptions of parents on no-homework policy in Nangan Elementary School, Nangan, Governor Generoso, Davao Oriental. Subsequently, this qualitative exploration hoped to draw out conclusions on the perceptions of the parents. The data source in this study derived from seven (7) research participants for the in-depth interview and another seven (7) parents for the focus group discussion. The research participants of this study were the selected Grade Five to Grade Six parents in Nangan Elementary School who were usually having many assignments compared to lower grade levels. The following themes emerged from analysis based in the perspectives of participant interviews: no-homework policy can be optional; no-homework policy is unfavorable and unhelpful to students; no-homework policy causes students to become irresponsible; and no-homework policy causes less learning among students. Concerning the experiences of parents in dealing with the assignments of their children, five major themes were manifested such as: having difficulties in answering homework; being able to help children; having fun while doing the assignment; being unable to finish work or chores; and bonding opportunity. Moreover, the participants about their challenges in dealing with the assignments of their children, four major themes emerged: understanding how to answer the lesson; having balance and time management; giving encouragement; and having follow-ups and rules. Lastly, their suggestions as regards the no-homework policy revealed four emergent themes: parents should always be responsible and helpful to their children; parents should have time management and balance; teachers should give appropriate, simple and uncostly homework; and teachers should give homework to students for continued learning.
References
Audu, J. U. (2016). An Exploration of School Leadership Conceptualisations of Homework: Practices, Affordances and Constraints
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3:2, 77-101.
Creswell, J. W. (2007). Qualitative inquiry and research design (2nd ed.). Sage Publications, Inc.
Creswell, J. W. (2013). Research Design: Qalitative,Quantitative, And Mix Method Approaches. Sage Publishing Inc.
Cunha, J., Rosário, P., Macedo, L., Nunes, A., Fuentes, S., Pinto, R., Suarez, N. (2015) Parents’ conceptions of their homework involvement in elementary school Psicothema, vol. 27, núm. 2, abril-junio, 2015, pp. 159-165 http://www.redalyc.org/articulo.oa?id=72737093001
DepEd Memorandum No. 392, series 2010. Statement on the No-Homework Policy Bills https://www.deped.gov.ph/2019/08/28/statement-on-the-no-homework-policy-bills
Epstein, J., & Van Voorhis, F. (2012). The changing debate from assigning homework to designing homework. Chp. 24. In Sebastian Suggate and Elaine Reese (Eds.) Contemporary Debates in Childhood Education and Development (pp. 263-274).
Fan, H., Xu, J., Cai, Z., He, J., & Fan, X. (2017). Homework and students' achievement in math and science: A 30-year meta-analysis, 1986–2015. Educational Research Review, 20, 35–54. http://dx.doi.org/10.1016/j.edurev.2016.11.003.
Fox, K.R. (2016). Homework as a family literacy practice: What counts as best practices for children deemed as high risk for academic failure due to socioeconomic status.SchoolCommunity Journal, 26(2), 215-236. Retrieved September 10, 2017,fromhttp://files.eric.ed.gov/fulltext/EJ1124009.pdf
Gall, M., Gall, J., & Borg, W. (2007). Educational research: An introduction. (8th ed.). Pearson Education, Inc.
Gallo, R. S. (2015). Listen to the teacher! An exploration of the teacher's voice regarding
homework. ProQuest Dissertations & Theses Global. https://search-proquestcom.iris.etsu.edu:3443/docview/1680593785/
Galloway, M., Conner, J., & Pope, D. (2013). Nonacademic effects of homework in privileged, high-performing high schools. The Journal of Experimental Education 81(4). http://dx.doi.org/10.1080/00220973.2012.745469
Katz, I., Buzukashvili, T., & Feingold, L. (2012). Homework stress: Construct validation of a measure. The Journal of Experimental Education, 80(4), 405-421.
http://selfdeterminationtheory.org/SDT/documents/2012_KatzEtAl_JOEE.pdf
Lyons, J. (2018). 6 Educators Share Their Perspectives on Homework Bans https://study.com/blog/6-educators-share-their-perspectives-on-homework-bans.html
Marcum, J. (2018). "Parent and Teacher Perceptions of Elementary School Homework". Electronic Theses and Dissertations. Paper
McCormick, R. A. (2014). The Influence of Homework on the Educational Experiences from Low Socio-Economic Backgrounds: A Phenomenological Study
Moe, A., katz, I., & Alesi, M. (2018). Scaffolding for Motivation by Parents, and Child Homework Motivations and Emotions: Effects of a Training Programme https://doi.org/10.1111/bjep.12216
Nuñez, J.C., Suarez, N., Cerezo, R., Gonzalez-Pienda, J., Rosario, P., Mourão, R., & Valle, A. (2015). Homework and academic achievement across Spanish compulsory education. Educational Psychology, 35(6):726–746. https://dx.doi.org/10.1080/01443410.2013.817537
Nuñez, J.C., Suarez, N., Rosario, P., Vallejo, G., Valle, A., & Epstein, J.L. (2015). Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: Differences among elementary, junior high, and high school students. Metacognition and Learning, 10(3), 375-406. doi:10.1007/s11409-015-9135-5.
Orkin, M., May, S., & Wolf, M. (2017). How Parental Support During Homework Contributes to Helpless Behaviors Among Struggling Readers, https://ase.tufts.edu/crlr/documents/2017howParentalSupportDuringHomework.pdf
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4012002/
Paris, J. (2019). DePed Supports Proposed No Homework Policy https://www.rappler.com/nation/238795-deped-supports-proposed-no-homework-policy
Patton, M.Q. (2002). Qualitative research & evaluation methods (3rd edition). Sage Publishers.
Peralta, J. (2019). No Homework to Lead to Poor Study Habit https:// no-homework-policy-psychologist-deped.html4?fbclid=IwAR2BCr9ps8kblWmqRs4yjmwf
Pfeiffer, V. (2018). Homework policy review: A case study of a public school in the Western Cape Province South African Journal of Education, Volume 38, Number 1, February 2018 1 Art. # 1462, 10 pages, https://doi.org/10.15700/saje.v38n1a1462
Phares, T. (2017). A purposeful understanding of homework. ProQuest Dissertations & ThesesGlobal.https://searchproquestcom.iris.etsu.edu:3443/pqdtglobal/docview/1898703416/DDC8155CE15D4CEAPQ/1?accountid=10771
Protheroe, N. (2009). Good homework policy. Principal, September/October Psychologist, 36(3), 155-165. http://dx.doi.org/10.1207/S15326985EP3603_2
Rosenthal, M. (2016). Qualitative research methods: Why, when, and how to conduct interviews and focus groups in pharmacy research. Currents in Pharmacy Teaching and Learning, 8(4), 509-516.
Shumaker, H. (2016). Homework is Wrecking our Kids: The Research is Clear, Let’s Ban Elementary Homework https://www.salon.com/2016/03/05/homework_ is_wrecking_our_kids_the_research_is_clear_lets_ban_elementary_homework
Silinskas, G., & Kikas, E. (2019). Parental Involvement in Math Homework: Links to Children’s Performance and Motivation, Scandinavian Journal of Educational Research, 63:1, 17-37, https://doi.org/10.1080/00313831.2017.1324901
Silinskas, G., Niemi, P., Lerkkanen, M.-K., & Nurmi, J.-E. (2013). Children’s poor academic performance evokes parental homework assistance – but does it help? International Journal of Behavioral Development, 37(1), 44-56. https://doi.org/10.1177/0165025412456146.
Snead, D., & Burris, K. G. (2016). Middle School Teachers’ Perceptions Regarding the Motivation and Effectiveness of Homework Journal of Inquiry & Action in Education, 7(2), 2016
Tam, V.C., & Chan, R. M. C. (2016). What Is Homework For? Hong Kong Primary School Teachers’ Homework Conceptions
Valle, A., Regueiro, B., Nuñez, J., Rodriguez, S., Piñeiro, I., & Rosario, P. (2016). Academic goals, student homework engagement, and academic achievement in primary education. Frontiers in Psychology
Walker, T. (2017). If Elementary Schools Say No to Homework, What Takes Its Place? https://neatoday.org/2017/01/26/no-homework-policy/
Wilder, S. (2014). Effects of parental involvement on academic achievement: a metasynthesis. Educational Review, 66(3), 377-397. https://doi.org/10.1080/00131911.2013.780009
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Roy Galenzoga Garing
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
