STUDENTS' AWARENESS ON THE IMPLEMENTATION OF “NO ASSIGNMENT

POLICY”

RESEARCH METHODOLOGY

Research Design

This study uses a qualitative research approach because the qualitative method is
especially useful in discovering the meaning that people give to events that they experience
(Merriam,1998). A phenomenological method is being applied in this study to understand
how shakeholders in grade 12 level respond, react, and perceive the no-homework policy bill.

The qualitative research methods used for this study are described below and included
purposive sampling, semi-structured interview was employed, and systematic and concurrent
data collection and data analysis procedures. Colazzi’s method of data analysis was used in
creating themes and exhaustively describing the phenomenon at hand (Sanders, 2003).

Research Participants

The Twelve (12) students coming from four sections of grade 12, seven (7) parents,
and eight (8) teachers of Tanauan School of Craftsmanship and Home Industries, Tanauan,
Leyte were the selected participants in this study because they represent the pioneers of the
no-homework policy bill for the secondary level. Because the purpose of this study is to
uncover shakeholders' perceptions on no homework policy, it is essential that the participants
had already enrolled for the next semester of the school year 2019-2020 in the same school
mentioned above. The experiences that the participants had during the first semester of the
no-homework policy bill gave them the basis for comparing the last school year with regards
to homework and no homework.

The advisers of these grade 12 students were informed though an approved letter from
the principal about the purpose of the study and request their help in facilitating, especially in
answering the scheduling of their interview. Letters were also sent to barangay chairman for
the identified parents used as participants and also asked for their help in promoting,
especially in the conduct of the interview. (See Appendix A) Stakeholders of grade 12 were
given the opportunity to answer the questionnaires and interview.

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Research instrument
1. Questionnaire:

A. Are you aware of the implementation of the no-assignment policy?

a. Yes
b. No

B. How has the policy affected your studies?

a. Positively
b. Negatively
c. No effect

C. Do you think the policy is beneficial to students?

a. Yes
b. No

D. What do you think should be done to ensure the successful implementation of the
policy?

E. Are there any changes that you would like to suggest to the policy?

F. Do you think the policy should be enforced more strictly?

a. Yes
b. No

Data Gathering Procedures

The procedure below was followed in the data gathering process:

1. A letter was sent to the principal to ask permission in the conduct of the study.
Upon the approval, purposively chosen participants specifically, 12 students, and
8 teachers were scheduled for interview.
2. The researcher also sent a letter to the Brgy. Chairman to seek permission that
some of the identified parent-participants of the study will be interviewed on their

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 perceptions about no-homework policy. Then, the chairman of the barangay
helped in the identification of the seven (7) parents.
3. Interview protocol was followed, securing the identity of the participants. One-on-
one interview was employed to all participants to gather the first-hand experiences
and their perceptions on the no-home-work policy. The interview process was
recorded using a smartphone specifically, Huawei Nova 3i. The 27 participants
lasted 4 hours and 5 minutes and generated a transcript of 30 pages. It is noted
however, that the “saturation point” was achieved signaling the researcher to stop
gathering the data.
4. The data was analyzed using Colazzi’s method of data analysis (Sanders, 2003).
First, the researcher acquires the sense of each transcript by reading the 30 pages-
transcript. Then, stage 2 is to extract the significant statements from the transcript.
Formulation of meanings from the significant statements was employed next.
Then, organizing formulated meanings into clusters of themes was followed. In
the step 5, exhaustively describing the investigated phenomenon was done. Step 6,
describing the fundamental structure of the phenomenon was done next. Then
lastly, the participants will read back the results which are thematically organized
with their direct responses.
5. Participants’ name was coded as: Teacher1-8, Students 1-12, and Parents 1-7. This
is to hide all possible identify of the participants.
6. All transcripts were destroyed by burning so that it will not reveal any identify of
the participants.

Results and Discussions

The lived-experiences of the participants were classified into three major themes as a
result of the data analysis employed.

Theme 1: Disagree to the No-Homework Policy

“It is helpful especially if there is test because I keep track of my previous

lessons and know in advance the next lesson” (Student 1)

“Disagree since, homework is beneficial to student's achievement.” (Parent 1)

“No to no homework policy since it is the only time we as parent to monitor

students' progress in school (Parent 2)

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 “Homework is valuable, but it must be that homework assigned to students
are in line skills such as baking, carpentry, cooking since Tanauan school of
Craftsmanship is a Technical Vocational school” (Parent 3)

“Homework plays important role in learning.” (Teacher 1)

“Homework can be the basis for monitoring students' progress in learning.”

(Teacher 2)

“Giving assignments is a way to check if students are interested to learn the

lesson.”(Teacher 3).

“Students sometimes use assignments to get higher grades in the subjects.”

(Teacher 4)

“I think there should be homework given to students because it is the only way
to provide an advance reading so that it is not too difficult to introduce the
next lesson the following day.” (Teacher 5)

The above statements are convergent ideas of the teachers, students

and parents. They all disagree with the no homework policy. This means that
they believe that giving assignments are still beneficial and necessary in the
improvement of students in their academic endeavors. As Pfeiffer (2011)
states in his research that homework should be beneficial to student’s practical
application of daily life where students can participate and involve in the
activities that are appropriate at home such as performing an experiment in the
kitchen, cooking, doing crossword puzzles, watching good TV shows, or
reading.

Theme 2: Agree with the No-homework Policy

“I am busy with some other things I play basketball every afternoon because
my coach is very strict. This causes me not to do my assignment. Therefore, I
agree to the policy.” (Student 2)

“I go home late that is why I can’t do my homework.” (Student 3, 4, 5, 6, 7)

“We don't have books and internet at home.” (Student 8 and 9)

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“I can't do my homework since I babysit every time I went home” (Student 10)

“It's boring. Instead of doing I prefer play e games at home.” (Student 11)

“My parents got angry when I do my homework because I use some of her
time.” (Student 12)

“Doing homework sometimes disrupts some of our family activities.” (Student

7)

“It's good for us. With our busy lives these days.” (Student 4)

“It's nice since I have enough time to play e-games.” (Student 5)

“They are requested to do household chores whenever they are at home since
I am busy with other household chores. Therefore, it is good to have the no-
homework policy”. (Parent 4)

“Sometimes the homework is difficult and I do not have the knowledge to

teach them since I am only elementary graduate.” (Parent 5)

“Nobody helps them because I'm a vendor, I do laundry I do babysitting with

my neighbors’ baby, so they don't have time to do their homework because of
the busy schedule. Therefore, I cannot monitor them. I agree with the policy”.
(Parent 6)

“Students are not any more interested in doing their homework's at home they
just do it in school defeating the purpose of giving it.” Therefore, I agree on
the policy.” (Teacher 6)

“Very good bill because instead of checking those assignments I can do other
reports in during my vacant periods.” (Teacher 7)

“I support the no homework policy bill since it is a burden checking with

assignments with 450 students every day.” (Teacher 8)

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 Based on the above direct statements of the participants, they converge
into the idea of supporting the policy. Varied reasons were stipulated by these
participants. They saw benefits in the non-giving of assignments to students.
These statements were congruent to the written bills and policy of the
lawmakers and DepEd. Specifically, DepEd Order No. 392 S. 2010, House
Bill 966, 3883, and 3611.

Theme 3: Do Not Have the Idea of the No Homework Policy

“I don't know about the (provisions) policy as a parent.” (Parent 7)

It can be viewed that there is one parent among the participants who do

not have any idea about the policy. Meanwhile, all students and teachers were
informed about the policy. Though the statement is only one, it can stand
alone since this is a product of misinformation of parents.

Conclusion

Therefore, it can be concluded that the perceptions of the participants of the study is
divided into three (3) dimensions which are stated in three different themes. The
stakeholders’ perceptions on the no homework policy are agreeable, disagreeable, and no
idea. This conclusion was drawn out based on the direct statements of the participants.

Recommendations

The following are the recommendations of the study:

1. Since there is a parent who doesn’t know about the policy, it is recommended that
teachers include in their homeroom meetings policy and bills on the said
phenomenon.
2. Law makers and administrators of DepEd must read the results of the study since
there are still parents, teachers and students who disagree with the policy noting
on the benefits of giving assignments.

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3. Homework giving must be focused on skills development such as cooking,
baking, carpentry or any technical-vocational skills.