RELATIONSHIP BETWEEN TIME SPENT ON TAKE-HOME ACTIVITIES AND

ACADEMIC PERFORMANCE OF GRADE 11 HUMSS STUDENTS AT PNHS - SHS

An Undergraduate Research Paper

presented to the Faculty of PAGALANGGANG NATIONAL HIGH SCHOOL Pagalanggang,
Dinalupihan, Bataan

In partial fulfillment of the requirements in

INQUIRIES, INVESTIGATION and IMMERSION

Flores, Joshua A.
Lansangan, Jezer Daniel V.
Manalansan, Bianca P.
Milan, Lemhar A.
Santos, Rose Marie
Villar Mark Neil

Ellyzer B. Javier
Research Teacher

2024

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 ACKNOWLEDGEMENT

We would like to express our heartfelt gratitude to Sir Kelvin Jared Manansala,

for his helpful guidance, constant support, and inspiration during the process of this study.

His knowledge and perceptive criticism have been valuable in helping to shape and ensure the su

ccess of this project.

We are also deeply thankful to Sir Ellyzer B. Javier, our research teacher,

for his helpful advice and guidance, both of which made this work possible.

Throughout this study journey, we have been inspired and encouraged by his undying dedication

to education and his pursuit of excellence.

We would also like to extend our appreciation to our

friends and family for their support, patience, and encouragement throughout this study process.

Their constant trust in our abilities has been a constant source of inspiration and motivation for u

s, and we are grateful for their support.

Finally, we thank God for his grace, which has led us through difficulties and enabled us to

successfully complete this study project. We are grateful for His wisdom, courage, and constant

love, which have kept us going on this journey.

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 DEDICATION

This study is entirely dedicated to the Creator, the Almighty God. All is for You, and with You. We are
grateful for your constant assistance, knowledge, and guidance along the way.

This study is dedicated to our dear parents, who have been our inspiration and strengthened us when
we thought of giving up and continually providing their spiritual, emotional, and financial support.

This is dedicated to our brothers, sisters, parents, friends, mentors, and classmates who helped us finish
this study by offering guidance and support.

We also dedicate this work to Mr. Kelvin Jared Manansala, our research adviser, for his constant support
to the researchers throughout the course of the project.

Finally, we would like to express our gratitude to the faculty and staff at Pagalanggang National High
School - Senior High School for their constant encouragement in helping us to finish this project.

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 TABLE OF CONTENTS

TITLE PAGE
TITLE PAGE ……………………………………………………………. i
ACKNOWLEDGEMENT………………………………………………. ii
DEDICATION……………………………………………………………. iii
TABLE OF CONTENTS………………………………………………… iv

CHAPTERS

1 THE PROBLEM AND ITS BACKGROUND………………….……... 1

Introduction………………………….………………………………. 1
Conceptual Framework …………….…….…………………………. 3
Research Hypothesis……….……….………………………………. 3
Statement of the Problem……...……….……………………………. 6
Definition of Terms………. …..……………………………………… 6
Importance of the Study ………………………………………….…. 7
Scope and Delimitations …………….………………………………. 8

2 REVIEW OF RELATED LITERATURE AND STUDIES………….... 9

Related Literatures…………………………………………………...... 9
Foreign Literatures………………….……….…………………………… 9
Local Literatures…………………………….………………………… 11

3 RESEARCH METHODOLOGY…………………………………………. 13

Methods.….……………………………………………………………. 13
Research Design………….…….……………………………………... 13
Population……....……………………………………………………. 13

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 Sampling Method……………………….……………………………... 14
Data Collection Procedure………………....………………………….. 14
.
4 RESULTS AND DISCUSSIONS……………………………………....... 13

Interpretation of Data ………………………...………………………. 13

Data Analysis Method ……………….………………….………...… 14

5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS………. 20

Summary of Findings…………………………………………………… 21
Conclusions...………………………………………….………………… 21
Recommendations ………………………..……………………………. 22
List of Refenrences……………………………………………….…… 22

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 Chapter I

INTRODUCTION

Background of the Study

One of the most important life skills, not just in school but also in daily life, is studying.

It increases your knowledge and comprehension of a subject, better preparing you for the future.

That could be going back to school, starting a new career, or taking an internship. In general,

mastering effective study techniques is beneficial to both your present and future professional

activities. (Aspire Training Team, 2023) Meanwhile, since children learn at different paces,

certain students may not be able to fully understand a subject in the allotted classroom time.

Children who have more time to study at home can comprehend concepts more thoroughly than

those who only have time to study in school. (Anglia, 2021) The main goal of assigning

homework is to strengthen and broaden students' understanding while enhancing their capacity

for learning. This will motivate students to participate in active learning. Additionally, it fosters

teamwork among students and communication between students and parents. (Varly, 2020)

Repeating the same problems may be difficult and exhausting but it also reinforces the

disciplined practice. Repetition is often required in order to improve in a skill. You get more

skilled with each practice. The ideas are simpler to understand when homework is completed

every night, especially if it is a difficult subject. This helps the student in future when they are

seeking for professional work. (World Class Education, 2022)

Overloading students with schoolwork can be harmful to their emotional and physical

well-being. In addition to sleep deprivation and other health issues, it may result in high levels of

anxiety and stress. Students who have an excessive amount of homework may burn out and lose

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interest in learning. (Mohamed, 2023) Starting in the first grade, experts recommend that pupils

receive no more than 10 minutes of homework per grade. However, a lot of pupils have far more

homework than this, which could be detrimental. (Kim, P., 2020) The number of hours spent in

class and on homework can cause students to feel overburdened and unmotivated. (Oxford

Learning, 2016) Students who spend excessive amounts of time on homework in academically

successful areas are more likely to face stress, physical health issues, a lack of balance, and even

social alienation. The study suggests that doing schoolwork for longer than two hours every

night may be bad. Parker (2014)

A senator from the Philippines has suggested that schools not assign homework on

weekends, citing the need for students to have time off and recover from their workload.

(Ratcliffe, 2023) It is claimed that Filipino students are "overworked" these days, with some

spending up to 10 hours a week in school. (Inquirer, 2023) Additionally, homework has well-

known negative impacts. These consist of kids' exhaustion and dissatisfaction, not having enough

time for other activities, and maybe losing interest in school. In addition to feeling that they have

to play the role of enforcer and fearing criticism for either getting too involved in the homework

or not getting enough involved at all, many parents criticise the negative effects of homework on

their relationships with their kids. (Source: Tamano, 2010)

The purpose of this research, "Relationship between Homework Hours and Academic

Achievement of Grade 11 HUMSS Students," is to ascertain whether academic performance of

Grade 11 Humanities and Social Sciences (HUMSS) students is correlated with the time they

spend on doing their home works. The study's objectives are to ascertain whether academic

performance and homework hours are significantly correlated, as well as to pinpoint any relevant

variables that might have an impact on this relationship. The present study aims to enhance

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comprehension of the influence of homework hours on academic achievement by analyzing

survey data. The data collected will yield valuable insights that can guide educational policies

and practices that develop equity and accessibility in education.

Conceptual Framework

GRADE 11 HUMSS
STUDENTS

TIME SPENT ON TAKE-

HOME ACTIVITIES

ACADEMIC
PERFORMANCE

GWA
(1ST SEMESTER)

Research Hypothesis
Null hypothesis (Ho): There is no significant relationship between extended learning hours and

students' academic performance of students in Grade 11 HUMSS at PNHS-SHS

Alternative hypothesis (Ha): There is a significant relationship between extended learning hours

and students' academic performance of students in Grade 11 HUMSS at PNHS-SHS

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Statement of the Problem
This study focuses on analyzing the relationship between homework hours and academic

performance of Grade 11 Humanities and Social Sciences students at Pagalanggang National

High School - Senior High School.

This study aims to seek answers to the following inquiries:

1. How can the respondents be described in terms of the following demographic profiles:

1.1. Sex
1.2. Age
1.3. Section
1.4. General Weighted Average (GWA)
2. How much time does the respondents spent on their homeworks?

3. Is there a significant relationship between the homework hours and academic performance of

Grade 11 HUMSS students?

Definition of Terms

Academic Performance. this refers to the performance of a student on how well he/she excel in

academics.

Homework. tasks assigned to the students to be completed outside the regular class hours.

Hypothesis. proposed explanation for a phenomenon.

Take-Home Activities. refers to the students' assignments or home-works outside the regular class

hours.

Time Spent on Take-Home Activities. refers to the students' time spent on assignments outside the

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regular class hours.

Variable. an element, feature, or factor that is liable to vary or change.

Importance of the study

The relationship between the hours spent by the students on their homeworks and

academic performance of Grade 11 students at Pagalanggang National High School — Senior

High School HUMSS students are the main topic of this study.

The findings of this study could be very important and beneficial to the following:

To the Students. This study highlights the importance of considering the hours that the students

are spending on their take-home activities as a factor that can impact their academic

performance. This study suggests that students who is more likely to have an extended learning

or studying hours at home can be beneficial for their study and can significantly impact their

academic performance. This finding can help students understand the potential impact of

homework hours on their academic success and encourage them to develop strategies to mitigate

any negative effects.

To the Teachers. Teachers can benefit from this study by learning more about the possible

impacts of time being spent of students on their take-home activities on their students academic

performance. With the help of this data, the teachers can better understand their students' learning

needs, to ultimately lead then to academic success.

To the school. This study can give schools useful knowledge regarding how academic

performance is affected by . With the use of this data, schools can assess the students' dedication

in learning, and may enhance the curriculum for the students' academic success.

To the Future Researchers. Further research in this field may build upon the findings of this

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study. By examining the effects of hours spent by the students on their homeworks on academic

achievement, future researchers can expand on the findings of this study. Future studies can also

look into potential moderating factors including parental involvement and socioeconomic status

that may have an impact on the relationship between academic achievement and extended

learning hours.

To the Parents. This can give parents information about the potential effects of homework hours

on their children's academic performance. With this knowledge, parents may create ways to help

their kids. Some of these techniques include helping their kids on their homeworks, setting up a

quiet area at home for their kids to study, and encouraging their kids to have an extra time to

study at home.

Scope and Limitations of the study

This study was conducted at Pagalanggang National High School - Senior High School

Dinalupihan Bataan. The population considered was limited to those students who are in the

same strand and grade level as the researchers as this could save time and cost for the researchers

to find their respondents for this study.

The study is mainly focused in determining if there is a relationship between home work

hours and academic performance of Grade 11 HUMSS students at PNHS-SHS. The data will be

collected from Grade 11 HUMSS students at Pagalanggang National High School — Senior

High School S/Y 2023-2024. The academic program is divided into three sections namely: Kant,

Descartes, and Marx. The researchers will gather data from a total of 100 Grade 11 Humanities

and Social Sciences Students.

There were approximately 100 respondents in total for this study. The results of this study

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were applicable to the respondents of this activity, which measured the relationship of homework

hours and academic performance of grade 11 HUMSS students. The responses will come from

the survey questionnaires that were prepared by the researchers and answered by the

respondents.

The study included an evaluation of general weighted average (GWA) from the first

semester of the school year 2023-2024, which will be used to measure the academic

performance. The study also includes an evaluation of survey questionnaires that will be

distributed to the respondents to gather data on the hours spent by the students on their

homeworks, as well as to determine their demographic profiles. Additionally, a quantitative

research in correlational research design will be utilized to determine if there is a relationship

between the two variables.

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 CHAPTER II

REVIEW OF RELATED LITERATURES

Foreign

According to the study by Chaya in 2021, the study's gathered data failed to demonstrate

that homework is an effective way to enhance the student academic achievement, in most cases.

The reason for this null or negative relationship lie in the fact that those variables which are

positively associated with homework time are antagonistic when predicting academic

performance. For example, some students may not need to spend much time on homework

because they learn quickly and have good cognitive skills and previous knowledge. (Alonso et

al. 2017)

This phenomenon happens because certain students learn faster and require less time to

complete their schoolwork because of their great cognitive talents and quick learning abilities.

Because of their effective learning methods and prior knowledge, these students may perform

exceptionally well academically, but the relationship between homework completion and

academic accomplishment is weaker or even negative. But, according to research conducted by

Duke University Psychology Professor - Harris Cooper, there is a positive relation between

homework and student achievement. He found out that homework can help students perform

better in school. The results states that homework correlates positively with student

achievements, suggesting that completing assignments improves academic performance.

Cooper's findings underscore the importance of homework in fostering student success and

enhancing learning outcomes within educational environments. Students spending a medium

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level of time to their homeworks or assignment had effect on their academic achievements.

Some evidence has also shown that academic performance increases with the increase in

homework time. (Ozyildirim, 2020).

To support the stated claim, in the study of Gulnar Ozyildirim in 2020 a study in Turkey,

stated that students who commit to their homework and assignments for a moderate length of

time typically experience improvements in their academic performance. This suggests that the

amount of work completed on homework affects future academic achievement, emphasizing

how important it is to set aside enough time to do tasks properly. The number of assignments

completed was found to have a strong association with academic achievement. Time

management was the strongest predictor of the number of assignments completed as well as time

spent on assignments. (Suamuang et al., 2021)

According to the research, there is a significant relationship between academic

accomplishment and the amount of assignments done. Furthermore, efficient time management

was found to be the most significant predictor of both the number of assignments completed and

the amount of time spent on them. This emphasizes how important time management is to

maximising academic performance by completing homework.

At the end of the research, it was revealed that homework assignments had a small effect

size (d = 0.229) on students’ academic achievement levels. (Baş et al., 2017) According to the

study's findings, homework assignments had a little impact on students' academic levels of

achievement (d = 0.229). Even with the small effect size, it shows that homework has a

quantifiable influence on improving children's academic performance to some measure.

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Therefore, we conclude that assigning daily graded homework has beneficial effects, but these

effects may not be apparent when looking at average performance. (Fukuzawa et al., 2016)

According to Fukuzawa et al. (2016), children may benefit from daily homework that is graded,

although these benefits might not be immediately apparent when looking at overall performance

averages. Put another way, while giving out graded assignments every day can have positive

effects on learning and discipline, these benefits might not always be evident in straightforward

statistical measurements like average grades.

Additionally, Cosio and Williams completed a study that measured how the timing of

homework completion affects student performance. The study explored the link between when

students completed their homework in relation to the date the material was covered. They found

that students who completed their homework within two days of the lecture did significantly

better on their exams. (Cosio, Williams, 2019). The findings emphasize how important it is for

students to utilize homework assignments to reinforce topics learned on time. After the

information is covered in class, students can reinforce their understanding and retention of the

material by finishing their homework as soon as possible. It suggests that there can be a period

of time when completing homework enhances its value as a teaching instrument.

Local

Results revealed that there is no significant difference on the performance of students for

both with assignment and without assignment group. Findings also showed that there was no

statistically significant difference in the mean achievement of male and female students exposed

to with assignment. (Cordova et al. 2018) The study of Cordova, C. Tan, D. and Ucang, D.

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(2018) reveals that the results of the study show that there was not a significant distinction in the

academic performance of students who received homework assignments and those who did not.

Furthermore, the study found no discernible difference in the mean academic performance of

male and female pupils assigned homework. This implies that pupils' overall performance was

not greatly impacted by homework, regardless of gender. students' prior achievement is related

to their homework behaviors (i.e., time spent on homework, homework time management, and

amount of homework), and to their perceptions of parental involvement in homework (i.e.,

parental control and parental support).

The results of their study indicated that students' prior academic performance was

significantly associated with both of the students' homework variables (Nunez et al., 2017)

Nunez, Epstein, Suarez, Rosario, Vallejo, and Valle, year 2017, explored the connection

between students' previous academic success and their homework habits, including time spent on

assignments, homework time management, and the volume of homework completed.

Additionally, they examined how students perceived parental involvement in homework,

specifically parental control and support. Their findings revealed a significant relationship

between students' prior academic performance and their homework behaviors.

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 CHAPTER III

METHODOLOGY

Research Design

A quantitative research design will be used for this study as it enables the gathering and

examination of numerical data. When examining the relationship between two variables,

quantitative research is very helpful because it allows one to apply statistical methods to

ascertain the direction as well as the extent of the relationship. Furthermore, quantitative

research offers a more methodical and objective approach to data gathering and analysis, both of

which are critical for guaranteeing the validity and dependability of the results.

This study is most appropriate for a correlational research design since it makes it

possible to examine the relationship between two variables without altering or manipulating any

independent factors. This design is particularly useful when studying complex phenomena, such

as academic performance, where multiple factors may be involved. In this study, we will collect

data on both Time Spent on Take Home Activities and Academic Performance using standardized

measures, and then analyze the relationship between these variables using statistical techniques

such as Pearson's correlation coefficient. By utilizing a correlational design, we can determine

whether there is a significant association between Time Spent on Take Home Activities and

Academic Performance, as well as any potential moderating or mediating factors that may

influence this relationship.

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Population

This research seeks responses from Pagalanggang National High School HUMSS

students in Grade 11. Pagalanggang National High School's Grade 11 HUMSS academic

program is divided into three sections (Marx, Kant and Descartes). The researchers will gather

data from the students on each section. There were 100 respondents in total for this study.

Sampling

Convenience sampling is used by the researchers to collect data for the study. The

researchers used this type of sampling because they were also HUMSS students and this is an

easy and inexpensive way to gather initial data for their fellow HUMSS students, who are the

primary respondents and focus of this study.

Plan for data gathering

The researchers will develop a researcher-made questionnaire and validate it through the

feedback and validation process. Afterwards, As soon as the researchers have decided what

design this research is going to have, it is important to continue following the systematic

procedure and start the data gathering. The researchers also have to decide how to collect data,

after the decision on what data to collect, this will proceed to the data gathering through survey

questionnaire. In addition, it is important to mention that the researchers are going to gather this

data according to how relevant it can be in the research as well as its importance. The researcher

has to be conscious of all the possible difficulties that there may occur throughout the data

collection process. So, in order for the researchers to successfully gather proper data, they make

sure to have a clear and positive view about the survey.

Therefore, the researchers must ensure that the data is trustworthy, consistent, and

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accurate regardless of the method used to obtain it. Finally, the data collection tools must be

appropriate for the study objectives. But before all that, a letter of request to conduct the survey

must be prepared. The researchers constructed a survey printed questionnaires and if possible a

Google Form, that should be validated by the research advisor and research teacher then the

survey will be sent or be distributed to the class president of the whole section who are

considered to be the participants in this study. The researchers decided to gather the data via

printed questionnaires for the reason that it will be much easier for the participants and also for

the researchers.

The researchers will explain to the respondents the importance of their response to the

study. The researchers will clarify some terms to the respondents so that the respondents can

answer the survey with full knowledge of their responsibility as the subject of the study. After the

participants answered the questionnaire, the researchers will collect all the answers completely.

CHAPTER IV

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 RESULTS AND DISCUSSIONS

In this chapter, the researchers present the Interpretation of data, and Data analysis

regarding Correlational study between Time spent on Take-Home Activities and Academic

Performance of Grade 11- HUMSS Students of PNHS-SHS.

Interpretation of Data

Table 1. Demographic Profile of the Students (N=110)

Participants Characteristics n (%)

AGE

16 53 (53%)
17 43 (43%)
18 4 (4%)
SEX
Female 59(59%)
Male 41 (41%)
GRADE AND SECTION
11-Marx 33 (33%)
11-Descartes 32 (32%)
11-Kant 35 (35%)
GWA (1ST SEMESTER)
80-84 GWA 27 (27%)
85-87 GWA 12 (12%)
88-91 GWA 40 (40%)
92-96 GWA 21 (21%)
13
80-84 GWA
(11.9%)

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 26
85-87 GWA
(23.8%)
53
88-91 GWA
(48.6%)
16
92-95 GWA
(14.7%)

The age group with the highest percentage of responders was 16 years old (53.0%),

followed by 17 years old (41.0%). Participants in the sample were split almost equally between

males (41.0%) and females (59.0%). Regarding academic performance, the majority of students

(40.0%) obtained a General Weighted Average (GWA) of 88-91 for the first semester, followed

by the next largest group (27.0%) with a GWA of 80-84. The students belonged to three different

grade sections: 11-Marx had 33.0% of the students, 11-Descartes had 32.0%, and 11-Kant had

35.0% of the students.

Table 2. Time spent on take home activities

How much time do you spend on take home activities

on Monday
50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Less than 1 hour 1-2 hours 2-3 hours More than 3 hours

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 The data describes how much time respondents spend on take-home activities on

Mondays. Of those who responded, 36% spent less than an hour, 45% spent one to two hours,

17% spent two to three hours, and only 2% spent more than three hours. This distribution

highlights a preference for activities lasting between one and two hours, with a smaller

percentage of participants partaking in longer activities.

How much time do you spend on take home activities

on Tuesday
60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%
Less than 1 1-2 hours 2-3 hours More than 3
hour hours

According to the data, 34% of participants spend less than one hour to activities on

Tuesdays, whilst the majority, or 53%, spend one to two hours or more. Furthermore, 12% spend

two to three hours, and only 1% spend more than three hours to a work. This distribution

highlights a pattern that is comparable to Mondays, with a large proportion of activities falling

into the 1-2 hours range.

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 How much time do you spend on take home activities
on Wednesday
50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Less than 1 hour 1-2 hours 2-3 hours More than 3 hours

According to the study's findings 38% of participants commit less than one hour and 45%

dedicate one to two hours to activities on Wednesdays. Furthermore, 16% devote two to three

hours, and only 1% devote more than three hours to a task. This distribution is consistent with

the trends noted on earlier workdays, indicating a preponderance of activity in the 1-2 hours

window.

How much time do you spend on take home activities

on Thursday
60.00%

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%
Less than 1 hour 1-2 hours 2-3 hours More than 3 hours

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 According to the data, 28% of participants dedicate less than one hour to activities on

Thursdays, whilst the majority, or 50%, commit one to two hours. Moreover, 19% devote two to

three hours, and only 3% devote more than three hours to a work. This distribution is consistent

with past daily patterns, with a preponderance of activities falling within the 1-2 hour range.

How much time do you spend on take home activities on

Friday
50.00%
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Less than 1 hour 1-2 hours 2-3 hours More than 3 hours

According to the data, 37% of participants spend less than one hour and 45% spend one

to two hours to activities on Fridays. Furthermore, 15% spend two to three hours, and only 3%

spend more than three hours to a work. This distribution emphasizes a predominance of activities

within the 1-2 hour range and closely reflects patterns seen on previous weekdays.

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 Table 3. Time Management

How do you balance your time spent on your take

home activities with other activities?
70%

60%

50%

40%

30%

20%

10%

0%
Excellent - Good - Fair - Poor - Not Applicable -

A strong sense of time management was shown by the majority of participants (61%)

who placed their ability to balance take-home activities with other activities as "Good." A

smaller percentage (26%) said they had "Fair" balance, and a minority (11%) said they were

excellent at juggling their interests. Just 2% of participants said balancing was difficult and rated

it as "Poor." No one said this did not apply to them. In general, most people appear to have good

time management skills.

How would you rate you time management skills?

70%

60%

50%

40%

30%

20%

10%

0%
Excellent - Good - Fair - Poor - Not Applicable
-

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 Sixty-one percent of respondents stated they had good time management skills. Less

people (16%) thought their talents were excellent, and fewer still thought they were fair (18%) or

bad (5%). Not a single respondent thought this question wasn't relevant. Few individuals

indicated they needed to improve on their time management skills; most participants feel they

have great time management skills overall.

What motivates you to study at home?

60%
40%
20%
0%

Academic achievement (45%) and personal interest (44%) are the top two motivators for

students to study at home, with professional objectives accounting for 57% of the motivation.

Just 22% of people are motivated by pressure from peers or family, and only 9% are motivated

by external rewards like recognition or acclaim. Just 1% of pupils are driven for other reasons.

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 how would you rate your overall academic
performance?
80%
70%
60%
50%
40%
30%
20%
10%
0%
excellent - good - satisfactory - poor -

According to the responses given, the overall distribution of self-rated academic

performance shows that the majority of respondents, or 68% of the sample, believe their

performance to be "good." Additionally, 24% think their performance is "excellent," and 8%

think it is "satisfactory." Notably, no respondents thought their performance was "poor." This

distribution suggests that most people in the sample had a positive opinion of their academic

achievement, with a sizable portion thinking their performance is "good" or "excellent."

Data Analysis Method

The researchers utilized a data analysis method that blends descriptive and inferential

techniques to look into relationships between variables without suggesting causality in our

correlational study. First, we provided a summary of the main conclusions drawn from the

research, emphasizing the respondents' age, gender, and academic achievement categories.

The Researchers described factors including time spent on take-home activities, self-rated time

management abilities, and study motivation at home using descriptive statistics like means,

percentages, and frequencies. Bar graphs was also used to successfully illustrate data trends. As

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they moved on to inferential analysis, they used correlational approaches to investigate links

between variables. For example, we looked at associations such as the one between academic

success and the amount of time spent on take-home activities. The researchers used correlation

coefficients, such as Pearson's, to quantify these relationships. Furthermore, inferential tests

such as t-tests were utilized to identify significant differences or correlations between

categorical variables, such gender and factors that drive home study habits. The researchers

searchers discussed the consequences for comprehending student behavior and academic

achievement after interpreting both descriptive and inferential data within their research

questions and objectives. In order to further the researchers’ understanding, they also pointed

out the limits of their study and made recommendations for future research topics. This

correlational study's methodological approach guaranteed a thorough examination of the data

gathered, offering detailed insights into the correlations between the variables.

Pearson Correlation Coefficient

Coefficient ®: 0.2058

Therefore, the interpreted value of r is very weak correlation or there is no significant

relationship between Time Spent on Take-Home Activities and Academic Performance of Grade

11 HUMSS Students of Pagalanggang National High School – Senior High School.

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 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary

The study examines at a sample of students from various age groups and academic sections'

academic achievement and the amount of time they spend on take-home assignments. The

findings indicate that students mostly dedicate one to two hours per day on take-home

assignments, with daily variances occurring during the week but a similar pattern overall.

Furthermore, most participants have a positive opinion of their time management skills, and a

significant number of them report maintaining a good balance between their personal interests

and their academic obligations. The primary causes of studying at home are found to be

academic success and personal interest, with external factors having minimal influence.

Furthermore, the majority of participants evaluate their academic performance as "good" or

"excellent," suggesting that they have an optimistic outlook on their own accomplishments.

Conclusion

The study's conclusions highlight how important efficient time management is to students'

academic success. Although there are differences in the amount of time that individuals spend on

take-home activities on different weekdays, most participants follow a similar pattern of

dedicating one to two hours to these activities. This points to a tendency for evenly distributed

time throughout the workweek. Additionally, the respondents' favorable assessments of their

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academic achievement and time management abilities demonstrate a sense of self-efficacy and

satisfaction with their academic pursuits. The study also highlights how fundamental motivation

—which is primarily fueled by academic aspirations and personal interests rather than outside

pressures—drives students to participate in academic assignments.

Recommendations

To address these findings, several recommendations can be proposed:

1. Utilize Weekly Planners

2. Practice Active Learning

3. Take Regular Breaks

4. Practice Time Management Techniques

5.Promote Healthy Habits

6. Set Boundaries with Social Media

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References

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