2022 Action Research Expo (AREx)

3rd Pre-service Teachers Research Colloquium (PreTReC)

1st Advanced Education Research and Innovation Conference (AERICon)
Quirino State University

Increasing the students motivation in

writing assignment through structured
homework protocols.
Fluther NG Ligado1,2, Janice T. Palattao1,2, Joan L. Gamis1,2,
Chairmaine C. Felix1,3, Romiro G. Bautista4
1
Graduate School Students, Quirino State University, Philippines
2
Department of Education, Schools Division Office-Quirino, Philippines
3
Department of Education, Schools Division Office-Isabela, Philippines
4
Graduate School/International Relations Office, Quirino State University, Philippines

ABSTRACT

Homework has become an important issue for primary and secondary schools for over five
decades. Although it has both academic and non-academic purposes, only a few studies have
been investigated at the tertiary level. This study investigated the impacts of homework
on students’ learning. Participants were 140 undergraduates from a Thai university. A set
of questionnaires and focus group interviews were used. Findings revealed that homework
benefited and supported students’ learning although it had some psychological impacts on their
learning and affected free time management. It enabled students to acquire knowledge,
developed learning skills, and increased academic achievements. Also, it promoted student’s
collaborative skills and speaking between teachers and students for homework
clarification. Findings further indicated that internet was one of the powerful tools for
students’ learning and homework information. Based on the findings, this study suggests
strategies and implications for teachers’ instructions and effective implementation of homework
for students’ learning outside class.

Keywords: homework, motivation, self-determination theory, intervention Paper Type

Educational Research
1.INTRODUCTION However, research has shown that teachers
can influence student motivation; that certain
practices do work to increase time spent on
High motivation and engagement in
task; and that there are ways to make
learning have consistently been linked to
assigned work more engaging and more
reduced dropout rates and increased levels of
effective for students at all levels (Anderman
student success (Blank, 1997; Dev, 1997;
& Midgley, 1998; Dev, 1997; Skinner &
Kushman, 2000; Woods, 1995). Yet, keeping
Belmont, 1991).
students interested in school and motivating
them to succeed are challenges that present
themselves year after year to even the most By focusing on both in-school activities
seasoned teachers. In fact, numerous studies and homework, this booklet offers some
have shown that student engagement in practical strategies for promoting student
school drops considerably as students get engagement in learning. When possible, we
older (Anderman & Midgley, 1998). By the have included suggestions for both teachers
time students reach middle school, lack of and administrators, describing techniques that
interest in schoolwork becomes increasingly can be incorporated at the classroom, school,
apparent in more and more students, and by and district levels. Also included are tips to
high school, as dropout rates attest, too many share with parents, who play the most
students are not sufficiently motivated to important role in cultivating students'
succeed in school (Lumsden, 1994). motivation to learn.

There are many factors that contribute In general terms, student motivation
to students' interest and level of engagement “refers to a student's willingness, need, desire
in learning, and teachers have little control and compulsion to participate in, and be
over many of those factors (Lumsden, 1994). successful in, the learning process” (Bomia et
 2022 AREx, 3rd PreTReC, & 1st AERICon | Quirino State University 2

al., 1997, p. 1). Skinner and Belmont (1991) questions is measured and evaluated. Student
develop the definition further, noting that point of view was considered as a way to
students who are motivated to engage in identify variables that may influence
school “select tasks at the border of their perceived purpose for doing homework.
competencies, initiate action when given the According to Xu (2010), these variables have
opportunity, and exert intense effort and included student and family characteristics,
concentration in the implementation of family homework help, teacher feedback, and
learning tasks; they show generally positive homework interest . Each of these variables
emotions during ongoing action, including affected homework participation and benefits.
enthusiasm, optimism, curiosity, and interest”
(p. 3). Less motivated or disengaged students,
Homework is generally used as a learning
on the other hand, “are passive, do not try
resource for educational activities. It provides
hard, and give up easily in the face of
students opportunities to improve their
challenges” (Skinner & Belmont, 1991, p. 4).
learning habits, learning performance, and
To better understand research needs, a large
aims to increase their academic
volume of literature that pertains to
achievements. However, students view
homework was reviewed and evaluated.
homework differently according to their
Current research on homework can be
educational levels, beliefs, attitudes, and
grouped into several categories: 1)
cultures. Tsai and Jiang (2013) have
perceptions about homework; 2) purpose and
conducted a study on students’ perceptions
benefits of homework; and 3) generalized
on homework between Chinese and
homework structure. A study by Eunsook, Min
American third grade students. Results
and Yun, (2011) compares student
revealed that the Chinese students received
perceptions of homework to those of teachers
more homework and enjoyed doing them
for Math and English.
more than American students. They also
preferred to compete homework by
According to this article, many themselves rather than with the helps from
students, especially older students, perceive the others when compared to American
homework assignments as having little students.According to Tsai and Jiang (2013),
intrinsic or utility value but a good proportion Chinese students’ practice is related to the
of middle and high school students do think norms of the Confucian cultures which is
that homework is necessary and that it helps based on the belief that “Practice makes
them develop academic skills and increase perfect” (p. 215). However, Letterman (2013)
achievement. Furthermore, this article states that the students who view homework
touches upon student motivation and it states as “busy work” (p. 117) do not try to complete
that studies have shown that students’ their homework tasks. Cooper (1989) reports
motivation to complete homework differs in that some of the negative effects of homework
varying degrees across various subjects. For are that students do cheating by copying
instance, students spend more time and effort homework answers from the other students.
on math homework than English homework.
(Eunsook et al, 2011). This study fails to
For some case, teachers have little to
examine the question of difficulty in
know whether students do the assignments by
homework assignments between the two
themselves or have somebody does for them
subjects where mathematics homework could
(Kralovec &Buell, 2003).In addition,
be on a level of knowledge and
homework assigned for students in an
comprehension while English homework might
inappropriate time considerably impact on
require higher levels of critical thinking and is
their emotional conditions and attitudes. For
therefore less likely to be completed.
example, I had an informal conversation with
my studenton Facebook in Songkran
Another inadequacy of this study is Festival (During 13th–15thin every April),
that it did not elaborate as to the types of she said “Beyond Happiness in my long
homework questions asked in math and vacation. Don’t ask me about all
English, if these questions were direct or homework and tests”. This statement
ambiguous and which subject tends to have strongly inspires me to find out what she
more of one or the other type. The question of really perceives about homework. I then asked
homework simplicity is aligned with the her a further question about homework.
present study as it hopes to differentiate She replied “It’s too much for me.
student performance in relation to direct or Although, it’s my vacation, teacher still gives
knowledge based types of questions in me a lot of homework. It destroys my feeling
Bloom’s taxonomy. In the study, student of happiness”. This statement implies that
motivation and ability to complete all types of homework assigned for students in an
 2022 AREx, 3rd PreTReC, & 1st AERICon | Quirino State University 3

inappropriate time demotivates their learning. characterized by the self-regulation

It also could make them have negative activities of purposive and persistent
attitudes towards homework and maybe the striving, including, for example, planning
teachers. goals, setting priorities, budgeting time,
coping with distractions, controlling
motivation, and monitoring emotion
Checking research in the Thai-Journal
(Boekaerts & Corno, 2005; Corno, 2004).
Citation Index Center in Thailand, results
showed that there were only nine research
studies about homework assignments found in Volitional control is especially important to
the database. It means that research of the task of homework management
homework in Thailand are still lack. Also, because goals of homework tasks are
there is no research of homework found at typically set by teachers; the main charge
the context of the current study although it for students is to navigate the demands of
has a long history of language teaching for doing homework (i.e., engaging
over four decades. Thus, results of this purposively in maneuvers that effectively
study are expected to fulfil the gaps in protect homework intention). They are
the field of asked to maintain the needed focus and
effort to complete homework assignments,
with less structure, supervision, social
Homework research and to provide
pressures, and time constraints than exist
insightful information for teachers to reflect
in the classroom (Cooper et al., 2006;
upon their teaching practice concerning
Trautwein & Koller, 2003; Wolters, 2003).
homework assignments on students’ learning.

They are required to independently

1.1 Objectives of the Study
manage homework, including organizing
the study environment, allocating their
Generally, this study aimed on time, preventing or minimizing homework
increasing the students’ motivation in writing distractions, maintaining or enhancing the
assignment through structured homework strength of homework intention, and
protocols. coping with negative emotions
surrounding homework tasks (Corno, 2004;
Specifically, it shed light to the following Xu, 2010a). Informed by Corno's model on
objectives: volitional control, Xu and Corno (2003)
1. Determine the profile of the respondents in developed five features of homework
terms of: management, including arranging
1.1. Age; and environment, managing time, focusing
1.2. Sex. attention, monitoring motivation, and
2. Assess the perceptions of the respondents controlling emotion.
toward homework.
3. Verify if there are significant differences on
These features of homework management
the perceptions of the respondents toward
constitute a set of skills that have often
homework.
been assumed, yet rarely examined
empirically (e.g., Cooper & Valentine,
2001; Hoover-Dempsey, Bassler, & Burow,
1.2 Theoretical framework 1995). Taken together, these efforts to
manage homework reflect an underlying
self-regulation construct that has been
One theoretical framework that taps into independent of academic achievement
homework management is self-regulated and ability measures in other research
learning (Pintrich, 2004; Zimmerman, (see Stanford Aptitude Seminar, 2002).
2008), particularly from the perspective of Recently, based on the previous version of
volitional control (Boekaerts & Corno, the five features of homework
2005; Corno, 2001; Kuhl, 2000; Winne, management strategies (Xu & Corno,
2004). Volitional control is mainly 2003), Xu (2008a, 2008b) further
concerned with issues of implementation developed and tested the validity of scores
(i.e., an implementation mindset) that on Homework Management Scale (HMS)
occur after a goal is set, to protect the within the framework of structural
intention to pursue that goal in the face of equation modeling. Factor-analytic results
an array of alluring distractions, enticing revealed that the scale comprised five
temptations, or competing personal separate yet related factors: arranging the
strivings (Corno, 2004). Particularly, it is
 2022 AREx, 3rd PreTReC, & 1st AERICon | Quirino State University 4

environment, managing time, handling to ensure that each has accurately and
distraction, monitoring motivation, and completely recorded assignments from
controlling emotion. Results further the board.
revealed that the HMS differentiated ● Instruct the student to approach you at
among middle and high school students the end of each class period with his or
who were more or less likely to complete her organizer or notebook. Read over
homework assignments. the student's listing of assigned work.
If the student's recording of the
assignment is incomplete or incorrect,
2. METHODOLOGY
prompt him or her to write it correctly.
Then initial the assignment page.
This study is investigates the impact ● Select a staff member (e.g., vice
homework completion has on academic principal, reading teacher, counselor)
performance. With my school district’s focus who can serve as a 'check out' person
on standards-based grading, it is important at the end of the school day. Assign
that we figure out what role homework plays that staff member a caseload of
in learning process. Without homework being students who have chronic difficulties
a part of the final grade students are often left accurately recording homework
unmotivated to complete homework. It is vital assignments. As each student stops by,
that the researcher looks at the impact the 'check-out' person reviews the
homework has on a students’ academic student's recording of assignments to
performance. It is also important that the ensure that he or she has written them
researcher looks at different factors that affect down completely
homework completion. In this chapter, the
researcher discusses the plan to conduct the
Arranging the environment
research in a way that will allow test scores
and homework completion rates to be
compared. Arranging the environment or
environmental structuring refers to
individuals’ efforts to structure, control, or
2.1 Research Design
regulate certain features of their environment
This study uses a quantitative quasi-
to make it more conducive for studying and
experimental design. This study looks at the
task completion (Wolters, 2003; Xu & Corno,
effects of homework completion rate
1998; Zimmerman, 2008). It involves creating
(independent variable) on the student test
or arranging a quiet area for studying (e.g.,
scores (dependent variable). Since the
turning off television and moving away from
students have already been assigned to the
noise) and asking others (e.g., family
classes, random assignment was not used;
members) to keep unrelated conversations to
therefore, the quasi-experimental design is
a minimum during the study period. It also
most appropriate for this quantitative
involves organizing homework materials,
research study.
clearing off the table, creating adequate
workspace, and removing potentially
2.2 The intervention program distracting materials (e.g., toys or cell phone).

The student does not write down homework Managing Time

assignments correctly or completely.
Managing time refers to individuals’ efforts to
● Type up all class assignments for the budget time to meet homework deadlines
week or month and pass out to the (e.g., creating study schedules and allocating
class. time for different activities), from time
● Set up a 'homework hotline' that planning to monitoring and regulating time
students (and parents!) can call with a use (Xu, 2010b; Xu & Corno, 1998). It involves
pre-recorded message listing current setting priorities and planning ahead,
class assignments. Or create and scheduling regular time to do homework in the
regularly update a web page that midst of other after-school activities, and
students can visit to browse a listing of pacing oneself to complete several
pending assignments and their due assignments with different due dates. It also
dates. involves keeping track of what remains to be
● Pair off students. At the end of each done (e.g., listing homework assignments on
class, instruct students briefly to check one sheet and then checking off the
each other's organizers or notebooks assignments as they are finished), and
 2022 AREx, 3rd PreTReC, & 1st AERICon | Quirino State University 5

reminding themselves of the available time outside. The completed questionnaire was
left. returned to the researchers. The participants
who volunteered to take part in the focus
group interview were asked for their contact
Handling distraction
numbers. There were 17 volunteered
participants for the interview. They were
Handling distraction refers to students’ efforts grouped into 5 –6 persons at the interview
to discriminate task-relevant information from conducted by the researchers which took
that of unrelated activities and to keep their place in a convenient room with air condition.
attention focused on the demands of the
specific task at hand (Xu & Corno, 1998). It
2.5 Data Instrument/Procedure
involves not paying attention to unrelated
activities around them (e.g., conversations
among family members or text messages This study employed a set of
from friends) and not to engage other questionnaires and the focus group interviews
unrelated activities that would distract them for data collection. Some questions in the
from homework (e.g., Web surfing or online questionnaire were adapted from MetLife, Inc.
chatting). (2007), and some were designed and
developed by the researchers. The
questionnaire was validated by two
2.3 Local and Respondents of the study
experienced researchers, one is native English
speaking teacher and another is Thai English
This study took place in a rural school teacher, and was piloted with the sample
of barangay Baguio village , and The student similar to the participants in the same
that studies on Magsaysay is a residence of context. There were 46 items in the
the small barangay of Baguio village. A questionnaire. The six-pointed Likert scale was
remote area but a productive barangay of used. The scales were ranged from strongly
Quirino, Province. The participants are disagree (1), disagree (2), slightly disagree
students of Magsaysay National High School, (3), slightly agree (4), agree (5), and strongly
the total number of participants is agree (6). In terms of the focus group
approximately 20 grade 8 student. interview, researchers created 12 questions
corresponding to the questions in the
questionnaire. Those questions were used to
2.4 Data Gathering Procedure elicit the participants’ opinions of homework
impacts on their learning. Each interview
Profile Particula Frequency lasted 30 –60 minutes and was audio
Percen
rs t recorded.

This chapter presents the profile of the

Age 13 years old 4 20.00 respondents, perceptions toward
homework, and tests of significant
14 years old 16 80.00 differences on the perceptions toward
homework.

Sex Male 10 50.00

I. PROFILE OF THE RESPONDENTS

Female 10 50.00 Table 1. Frequency Distribution of

the Respondents

The researchers explained the n = 20

research purposes to the participants. They
were also ensured data confidentiality and Table 1 presents the profile of
abled to stop doing the questionnaire if they the respondents. As shown, four (4) or
felt uncomfortable to express their opinions to 40.00 percent are 13 years old and 16 or
the statements provided in the questionnaire. 80.00 percent are 14 years old. In terms
After that, a questionnaire was administered of sex, 10 or 50.00 percent are males
to the participants and they were asked to and 10 or 50.00 percent are females.
complete the questionnaire as honest as Based on the table, most of the
possible within 30 –40 minutes. The students respondents are 11 years old and there
did the questionnaire in a convenient is an equal number of respondents for
classroom without disturbance noise from the male and female.
 2022 AREx, 3rd PreTReC, & 1st AERICon | Quirino State University 6

homework

8 I like to do 2.90 A
group
homework.

9 I like to 2.55 A
II. PERCEPTIONS TOWARD have a lot
HOMEWORK of
homework.
Table 2. Perceptions Toward
Homework
10 I have 2.65 A
No Particulars Mea Descripti enough
. n on time to do
my
homework.
1 I know that 2.95 A
homework
is very Grand Mean 2.68 A
important
and Legend:
necessary 3.25-4.00 Strongly Agree (SA)
to me. 2.50-3.24 Agree (A)
1.75 -2.49 Disagree (D)
1.00-1.74 Strongly Disagree (SD)
2 I know the 2.90 A
purposes Data on the perceptions toward
of homework is presented in Table 2. As
homework. revealed, the grand mean of 2.68 falls
under the descriptive equivalent of
Agree.
3 I know that 2.95 A
homework
The highest two (2) items in
is a part of terms of mean are “I know that
my grade homework is very important and
scores. necessary to me” and “I know that
homework is a part of my grade
scores.” On the other hand, the items
4 I think 2.15 D
“I think homework is just busy work”
homework and “I think homework is not helpful to
is not me” have the lowest mean scores.
helpful to
me.
Table 3. Perceptions Toward
Homework when Respondents are
5 I think 2.05 D Grouped by Age
homework
is just busy N Partic 13 years 14 years
work. o ulars old old
.
6 I like to do 2.75 A Me Descr Me Descr
individual an iption an iption
homework.
1 I 3. A 2. A
7 I like to do 2.90 A know 00 94
pair that
 2022 AREx, 3rd PreTReC, & 1st AERICon | Quirino State University 7

home work.
work
is
7 I like 2. A 2. A
very
to do 75 94
impor
pair
tant
home
and
work
neces
sary
to 8 I like 2. A 2. A
me. to do 75 94
group
home
2 I 2. A 2. A
work.
know 75 94
the
purpo 9 I like 2. A 2. A
ses of to 50 56
home have
work. a lot
of
home
3 I 3. A 2. A
work.
know 00 94
that
home 1 I 2. D 2. A
work 0 have 25 75
is a enou
part gh
of my time
grade to do
score my
s. home
work.
4 I 2. D 2. D
think 25 13 Grand 2. A 2. A
home Mean 60 64
work
is not Legend:
helpf 3.25-4.00 Strongly Agree (SA)
ul to 2.50-3.24 Agree (A)
me. 1.75 -2.49 Disagree (D)
1.00-1.74 Strongly Disagree (SD)
5 I 2. D 2. D
think 00 06 Table 3 shows the perceptions toward
home homework when respondents are grouped
work by age. Based on the table, both grand
is just mean values fall under the descriptive
busy equivalent of Agree.
work. The items “I know that homework is
very important and necessary to me,” “I
know that homework is a part of my grade
6 I like 2. A 2. A scores” for 13 years old, “I know that
to do 75 75 homework is very important and necessary
indivi to me,” “I know the purposes of
dual homework,” “I know that homework is a
home part of my grade scores,” “I like to do pair
 2022 AREx, 3rd PreTReC, & 1st AERICon | Quirino State University 8

homework” and “I like to do group is not

homework” for 14 years old have the helpf
highest mean scores. However, the item I ul to
think homework is just busy work for 13 me.
and 14 years old got the lowest mean
score.
5 I 2. D 2. D
think 10 00
Table 4. Perceptions Toward home
Homework when Respondents are work
Grouped by Sex
is just
busy
N Partic Male Female
work.
o ulars
.
Me Descr Me Descr
6 I like 2. A 2. A
an iption an iption
to do 70 80
indivi
1 I 2. A 3. A dual
know 90 00 home
that work.
home
work
7 I like 2. A 2. A
is
to do 90 90
very
pair
impor
home
tant
work
and
neces
sary 8 I like 2. A 2. A
to me to do 90 90
group
home
2 I 2. A 2. A
work.
know 90 90
the
purpo 9 I like 2. A 2. A
ses of to 40 70
home have
work. a lot
of
home
3 I 2. A 3. A
work.
know 90 00
that
home 1 I 2. D 2. A
work 0 have 50 80
is a enou
part gh
of my time
grade to do
score my
s. home
work.
4 I 2. D 2. D
think 20 10 Grand 2. A 2. A
home Mean 64 71
work
 2022 AREx, 3rd PreTReC, & 1st AERICon | Quirino State University 9

Legend: 2 I know .507 .48 Fail

3.25-4.00 Strongly Agree (SA) the 6 to
2.50-3.24 Agree (A) purpos Rejec
1.75 -2.49 Disagree (D) es of t Ho
1.00-1.74 Strongly Disagree (SD)
homew
ork.
Data on the perceptions toward
homework when respondents are 3 I know 1.102 .30 Fail
grouped by sex is revealed in Table 4. As that 8 to
depicted, both the grand mean values
homew Rejec
for male and female are labeled as
Agree. ork is a t Ho
The items “I know that homework part of
is very important and necessary to me,” my
“I know the purposes of homework,” “I grade
know that homework is a part of my scores.
grade scores,” “I like to do pair
homework,” “I like to do group
homework” for male and “I know that 4 I think 1.200 .28 Fail
homework is very important and homew 8 to
necessary to me” and “I know that ork is Rejec
homework is a part of my grade scores” not t Ho
for female got the highest mean scores. helpful
On the other hand, “I think homework is to me.
just busy work for male and female”
obtained the lowest mean value for both
groups. 5 I think 1.102 .30 Fail
homew 8 to
III. TESTS OF SIGNIFICANT ork is Rejec
DIFFERENCE ON THE just t Ho
PERCEPTIONS TOWARD busy
HOMEWORK work.
Table 5. t-test on the Perceptions
toward Homework when Grouped by 6 I like to .000 1.0 Fail
Age do 00 to
individ Rejec
N Particul t- p- Decis ual t Ho
o. ars compu val ion homew
ted ue ork.

1 I know 1.537 .23 Fail 7 I like to .507 .48 Fail

that 1 to do pair 6 to
homew Rejec homew Rejec
ork is t Ho ork t Ho
very
importa
nt and 8 I like to 4.229 .05 Fail
necess do 5 to
ary to group Rejec
me homew t Ho
ork.
 2022 AREx, 3rd PreTReC, & 1st AERICon | Quirino State University 10

9 I like to .057 .81 Fail ork is a 7 ct Ho

have a 4 to part of
lot of Rejec my
homew t Ho grade
ork. scores.

1 I have .000 1.0 Fail 4 I think 1.531 .23 Fail

0 enough 00 to homew 2 to
time to Rejec ork is Rejec
do my t Ho not t Ho
homew helpful
ork. to me.

p-value of .05 or less is significant 5 I think 5.063 .03 Reje

homew 7 ct Ho
ork is
Table 5 depicts the t-test on the just
perceptions toward homework when
busy
respondents are grouped by age.
Based on the table, no item has a work.
significant result, thus, there is a
failure to reject the null hypothesis. 6 I like to .987 .33 Fail
This means that the perceptions do 4 to
toward homework do not vary between
individ Rejec
13 and 14 years old.
ual t Ho
homew
Table 6. t-test on the Perceptions ork.
toward Homework when Grouped by
Sex
7 I like to 1.338 .26 Fail
do pair 3 to
N Particul t- p- Decis
homew Rejec
o. ars compu val ion
ork t Ho
ted ue

8 I like to .000 1.0 Fail

1 I know 7.272 .01 Reje
do 00 to
that 5 ct Ho
group Rejec
homew
homew t Ho
ork is
ork.
very
importa
nt and 9 I like to .750 .39 Fail
necess have a 8 to
ary to lot of Rejec
me. homew t Ho
ork.
2 I know 1.338 .26 Fail
the 3 to 1 I have 5.063 .03 Reje
purpos Rejec 0 enough 7 ct Ho
es of t Ho time to
homew do my
ork. homew
ork.
3 I know 5.063 .03 Reje
that p-value of .05 or less is significant
homew
 2022 AREx, 3rd PreTReC, & 1st AERICon | Quirino State University 11

[ 5.] https://www.interventioncentral.org/
Data on the test of significant academic-interventions/help-with-
difference on the perceptions toward homework/student-problems
homework is shown in Table 6. As [ 6.] https://www.researchgate.net/
presented, the items “I know that publication/
homework is very important and 259432413_An_Intervention_to_Improv
necessary to me,” “I know that e_Motivation_for_Homework
homework is a part of my grade
scores,” “I think homework is just busy
work” and “I have enough time to do
my homework” are found to have
significant results which lead to the
rejection of the null hypothesis. This
further implies that the perceptions
toward homework differ between male
and female respondents.

4. Conclusion

Based on the foregoing results, the

following are concluded: (1) the
respondents have high affordances in
terms of perceptions toward homework, on
the table 2. Perceptions toward homework.
(2) Age groups, both grand mean values
fall under the descriptive equivalent of
Agree shows on the table 3.
(3)Data on the perceptions toward
homework when respondents are grouped
by sex is revealed in Table 4. As depicted,
both the grand mean values for male and
female are labeled as Agree. (4) the table
5 depicts the t-test on the perceptions
toward homework when respondents are
grouped by age. Based on the table, no
item has a significant result. This means
that the perceptions toward homework do
not vary between 13 and 14 years old. (5)
Data on the test of significant difference on
the perceptions toward homework is shown
in Table 6. And this further implies that the
perceptions toward homework differ
between male and female respondents.

REFERENCES

[ 1.] https://kb.gcsu.edu/cgi/
viewcontent.cgi?
article=1234&context=thecorinthian
[ 2.] https://educationnorthwest.org/sites/
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[ 3.] https://so06.tci-thaijo.org/index.php/
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[ 4.] https://red.mnstate.edu/cgi/
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