Relationship Between Time Spent on Homework and Math Test Scores of

College Students’ Academic Performance at the University of Southern

Philippines Foundation

A Research Proposal

Presented to the Faculty of

UNIVERSITY OF SOUTHERN PHILIPPINES FOUNDATION

Salinas Drive, Lahug, Cebu City

In Partial Fulfillment of the Requirements in

Mathematics in the Modern World

Ain Joseph Barnayja

John Clark M. Sotomayor
Lhia Lyn E. Panot
Mae Ann Fuentes Caburan
Yesha Fame Pador

2023
 CHAPTER 1
Introduction

Rationale of the Study

Homework stands as a lasting and complex element of the educational experience, serving

as a fundamental aspect that has garnered both support and criticism. Positioned within the

traditional teaching framework, homework is a crucial link connecting classroom instruction with

independent study. It provides students with valuable opportunities for reinforcement, practice,

and expanding concepts introduced during formal lessons. In recent years, there has been a

growing debate on the effectiveness of homework, capturing the attention of educators, parents,

and researchers. This increased scrutiny reflects a growing interest in understanding how

homework not only impacts student learning but also influences academic achievement and

broader developmental outcomes. The relationship between study habits and academic

performance has been a long-standing area of interest in education. Among the various factors

influencing student success, the time dedicated to homework has emerged as a pivotal variable,

especially within mathematics—a field known for its cumulative nature and the need for consistent

practice.

Homework is a common part of most students’ school lives (Cooper et al., 2006; Cooper

& Valentine, 2001; Epstein & Van Voorhis, 2001; Fernández-Alonso et al., 2019; Kumar, 2006).

However, there have been times when it is opposed as much as it is a supported instructional tool

because of technological, economic, and cultural events of the related time (Cooper, 2007). These

shifts have not reduced the amount of time, effort, and energy that is spent on homework by not

only students but also parents, teachers, policymakers, and researchers yet (Cooper et al., 2006;
Fan et al., 2017; Fernández-Alonso et al. 2019; Zhu & Leung, 2012). The attention given to

homework by the educational stakeholders and researchers thus derives from its importance as an

education and teaching tool (Epstein & Van Voorhis, 2001).

Homework is generally considered to facilitate various forms of student development, but

researchers have debated its impact on students’ academic achievement for more than four decades

(Cooper, 1989; Cooper & Valentine, 2001; Maltese et al. 2012; Scheerens et al., 2013; Trautwein,

2007; Trautwein & Köller, 2003). Not only have researchers addressed the homework-

achievement relation through individual studies, but also, they have tried to present an

understanding of it by synthesizing them. However, it could be asserted that there has still been a

gap in homework research owing to the limitations of previous studies and inconsistent results

(Cooper et al., 2006; Fan et al., 2017).

Review of Related Literature

The present study used the U.S. portion of the Program for International Student

Assessment (PISA) to examine how homework resources, mathematics self-efficacy, and time

spent on homework impacted mathematics achievement across gender and ethnicity. The findings

showed that achievement gaps diminished with the increase in the availability of homework

resources and the increase in mathematics self-efficacy. Increased proportions of homework time

spent on mathematics homework were associated with a decrease in mathematics achievement.

These findings suggest that educators should attempt to provide the resources for students to

complete their homework and structure homework assignments accordingly. Interestingly, the

findings also suggest that educators need to focus on enhancing self-efficacy with respect to

mathematics for all students (Kitsantas, Cheema, and Ware, 2011).

 According to White et al,. (2021) Regardless of its aims of preparation, practice, extension,

or application, homework can be an effective means to improve student's academic achievement.

Previous reviews indeed testify to the effectiveness of homework in relation to academic

performance. More is not always better and is restricted by students' ability to maintain their

attention for a long time. The present systematic review plans to divide the participants into several

groups according to the amount of time spent on homework, such as 0–15, 16–30, 31–45, 46–60,

61–90, 90–120 min, and more than 120 min to compare the test scores of different groups to

identify the extent of the relationship between homework time and students' academic

performance. They aim to investigate the role of homework in academic achievement and to

determine the optimum homework time by comparing the differences in outcomes between

different groupings of homework time.

Keith (1982), investigated the causal effects of homework time on high school seniors'

achievement, as measured by grades, using the National Opinion Research Center (1980) High

School and Beyond data set. As expected, study time contributed significantly to student grades,

and within the model proposed, its direct effect was second only to that of intellectual ability.

Further analysis indicated that with greater variability in study time and grades, the influence of

homework might be even stronger. There are also evidence of current low homework demands by

the schools and of the inflation of high school grades. It is suggested that increased homework

demands and more stringent grading standards might increase both student achievement and

confidence in the schools.

Theoretical Background

The research attempts to investigate the relationship between time spent on homework and

math test scores on the Academic Performances of first-year college students at USPF during the

school year 2023-2024. This theoretical background involves 3 fundamental theories: Cognitive

Load Theory, Self-Regulated Learning (SRL) Theory, and Expectancy-Value Theory.

Cognitive Load Theory

This theory was published by Richard Atkinson and Richard Shiffrin in 1968, it describes

the process as having three main parts: sensory memory, working memory, and long-term memory.

Sensory memory filters out most of the information but keeps the most important items long

enough to pass into working memory. Information from the sensory memory passes into the

working memory. Working memory can hold between five and nine items of information at any

time. When the brain processes information, it categorizes this information and moves it into long-

term memory. This is where it is stored in knowledge structures called “schema”. Schema

organizes information according to the usage.

Originally, Cognitive Load Theory was developed by John Sweller. Cognitive Load means

the amount of information that the working memory can hold. According to Sweller, since working

memory has a limited capacity, instructional methods should avoid overloading it with additional

activities. (Sweller, 1988) Applying Cognitive Load Theory in the classroom, helps the students to

be trained on learning materials in an effective manner that reduces the workload of the working

memory to avoid overloading the memory so that the students can work efficiently. Cognitive Load

Theory makes learning more efficient by using training methods that reflect this theory. These

methods include: Measuring expertise and adapting to the instructions accordingly, Reducing the
problem space by breaking problems into parts, merging together multiple sources of visual

information, and extending the capacity of working memory by using both visual and auditory

channels.

Self-Regulated Learning (SRL) Theory

Self-regulated learning theory refers to one’s ability to understand and control one’s

learning environment. Self-regulation abilities include goal setting, self-monitoring, self-

instruction, and self-reinforcement (Harris & Graham, 1999; Schraw, Crippen, & Hartley, 2006;

Shunk, 1996). In the 1980s, the term self-regulated learning originated from the increased focus

on self-regulation in academic settings (Dinsmore, Alexander, & Loughlin, 2008). Good self-

regulators have developed skills and habits to be effective learners, exhibiting effective learning

strategies, effort, and persistence. Self-regulated learning strategies help to prepare learners for

lifelong learning and the important capacity to transfer skills, knowledge, and abilities from one

setting to another.

SRL theory supports the development of three learning processes: metacognition,

motivation, and strategic action (Winne & Perry, 2000; Zimmerman, 2008). Metacognitive refers

to learners being aware of their strengths and challenges. Knowledge of learning strategies and are

attuned to other’s needs and interests. Motivated learners refer to learners who are willing to

attempt challenging tasks. This type of learner is persistent and believes that, with effort, can lead

to success within assigned learning tasks. Finally, strategic learners have large repertoires of

learning strategies. The learners are adaptive and flexible in the usage of strategies and can adjust

strategies to meet the needs of various tasks.

Expectancy-Value Theory

Expectancy-value theory, developed by Jacquelynne Eccles, postulates that achievement-

related choices are motivated by a combination of people’s expectations for success and subjective

task value in particular domains (Eccles et al. 1983; Eccles & Wigfield, 2002; Wigfield & Eccles,

2001). The model further differentiates task value into four components namely: attainment value

(importance of doing well), intrinsic value (personal enjoyment), utility value (perceived

usefulness for future goals), and cost (competition with other goals).

Expectancy Value Theory postulates that motivation for a given behavior or action is

determined by two factors: expectancy how probable it is that a wanted (instrumental) outcome is

achieved through the behavior or action; and value, how much the individual values the desired

outcome (Vroom, 1964). These two core factors are integrated through multiplication, such that

motivation = expectancy × value. Motivation is large when both expectancy and value are high,

but disappears when one of these factors equals to zero. There are two subcomponents of the factor

expectancy. The first subcomponent relates to an individual’s self-belief about their ability to

perform a given activity at a required level. The second subcomponent relates to (an individual’s

belief about) the probabilistic association between a performed activity and the wanted outcome

(Vroom, 1964). Overall expectancy is high when an individual both believes that they will able to

perform a given activity and that successful performance of the given activity will likely lead to a

greater or a lesser outcome.

Theoretical-Conceptual Framework

1ST YEAR COLLEGE

STUDENTS’ ACADEMIC
PERFORMANCE AT USPF

MATH TEST SCORES

TIME SPENT ON
HOMEWORK

COGNITIVE SELF- EXPECTANCY-

LOAD REGULATED VALUE
THEORY LEARNING THEORY
(SRL) THEORY

Figure 1.1
Statement of the Problem

This study is correlational research that aims to determine the relationship between Homework

and Math test scores of first-year college student’s Academic Performance in USPF. Specifically,

it answers the questions:

1. What is the mean academic performance level of first-year students in terms of:

1.1 Time spent on Homework; and

1.2 Math Test scores

2. Is there any significant relationship between homework and math test scores to the first-

year’s academic performance in terms of:

2.1 Time spent on homework; and

2.2 Math test scores

3. Are there any positive or negative relations to the first year’s academic performance in

terms of:

3.1 Time spent on homework; and

3.2 Math test scores

4. Does homework help improve first-year college students on their math test scores?

5. Is there any recommendations that may improve this study for future researchers?
Significance of the Study

This study is designed with the intent of investing the Relationship Between Time Spent

on Homework and Math Test Scores of 1st Year College Students on a local scale. To provide

a more thorough explanation of the study’s specifics, the following are the acquired knowledge

and reviews of related literature that are vital for the completion of the research.

Students. The study's findings can help students understand their way of studying and also

their time management skills. If future findings of this study reveal that the students who focus

and spend more time on their homework also do well academically, the students will be

motivated to spend more time and energy on their studies.

Educators. This is useful for educators as it confirms the need for assigning homework and

assignments to their students, even in subjects they may not find challenging. this study can

help educators identify and address any challenges or barriers that may hinder students from

performing optimally on assignments or exams. This information can inform educators'

teaching methods and strategies, as well as provide valuable insight into the root cause of

academic difficulties among students.

Institution. This information can be useful for educational institutions to encourage students

to prioritize their time management skills and focus on completing assignments on time.

Educational institutions can ensure that students receive adequate support and guidance to help

them effectively manage their time and complete their homework assignments before

deadlines. The findings from this study suggest that institutions can benefit from designing

comprehensive academic policies for homework completion that consider the time students

spend on assignments and ensure positive outcomes.

Future Researchers. This research would serve as a guide for future studies in the field of

academic performance since it provided an informational basis that future researchers can use

in their studies. this can also be used as a foundation for determining possible topics that are

not utilized in this paper but are related. Future researchers may base their study on the outcome

of this research, possibly unlocking more diverse ideas and knowledge.

Definition of Terms

Academic Performance- is the measurement of student achievement across various academic

subjects. Teachers and education officials typically measure achievement using classroom

performance, graduation rates, and results from standardized tests.

Association- a connection or cooperative link between people or organizations.

Cognitive- relating to the mental process involved in knowing, learning, and understanding

things.

Homework- schoolwork that a student is required to do at home.

Math- the study of numbers, shapes, and space using reason and usually a special system of

symbols and rules for organizing them.

Memory- the faculty by which the mind stores and remembers information.

Probabilistic- based on or adapted to a theory of probability; subject to or involving chance

variation.

Scores- gain (a number of points) for a competitor; be worth.

Sensory- relating to sensation or the physical senses; transmitted or perceived by the senses.

Test- judge or measure (someone's proficiency or knowledge) by means of an examination.

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[Link]

Keith, T. Z. (1982). Time spent on homework and high school grades: A large-sample path

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