Magno, John Rhey

Carao, Jerome

RELATED STUDIES
for the Effect of Numerous Schoolworks And Afterworks Of Grade 12 Stem Students In Terms Of
Academic Performance

 Don’t Overload Students: Assigning Too Much Work Discourages Learning

By Marianne Stenger

New research has shed some light on the reason behind this feeling and shows that
overloading students causes not only academic stress, but also takes a toll on students’ mental and
physical health, which, unsurprisingly, hinders learning.

The study, led by Mollie Galloway from Lewis and Clark College, shows that although
students who spend more time doing homework are sometimes more behaviourally engaged in
school, they also tend to be more anxious, and report more physical symptoms due to stress.

“Although the students in our study were averaging more than three hours of homework
per night, most did not find this homework engaging, nor did they feel it enhanced their learning,”
says Galloway.

The researchers surveyed over 4,000 students to determine the role that this additional
work played as a stressor in their lives.

By asking questions like “How often do you try as hard as you can in school?” and “How
often do you complete your school assignments?” they were able to paint a picture of students’
level of behavioral engagement.

The mental and physical well-being assessment consisted of questions like “How often do
you feel stressed about your academic experience?” as well as enquiries about stress-related health
problems such as headaches, weight gain and sleep difficulties.

Only 6% of students said they found their homework “very useful”• in preparing them for
learning, tests, papers or projects, and many experienced stress, compromised health and a lack of
balance.

Based on such student feedback, the researchers speculate that homework overload can
actually limit a person’s capacity to learn.

Referennce: https://www.opencolleges.edu.au/informed/features/dont-overload-students-assigning-too-much-work-
discourages-learning/?fbclid=IwAR0XA0VL_eI9AINoWLmQGEnopij-ojGHacMfFA_ZtaR9bQqW0wxYetb0mvY

 Stanford research shows pitfalls of homework

A Stanford researcher found that too much homework can negatively affect kids, especially their
lives away from school, where family, friends and activities matter.

“Our findings on the effects of homework challenge the traditional assumption that homework is
inherently good,” wrote Denise Pope, a senior lecturer at the Stanford Graduate School of Education and
a co-author of a study published in the Journal of Experimental Education.

The researchers used survey data to examine perceptions about homework, student well-being
and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-
middle-class California communities. Along with the survey data, Pope and her colleagues used open-
ended answers to explore the students’ views on homework.

Median household income exceeded $90,000 in these communities, and 93 percent of the
students went on to college, either two-year or four-year.

Students in these schools average about 3.1 hours of homework each night.
 Pope and her colleagues found that too much homework can diminish its effectiveness and even
be counterproductive. They cite prior research indicating that homework benefits plateau at about two
hours per night, and that 90 minutes to two and a half hours is optimal for high school.

Reference: https://news.stanford.edu/2014/03/10/too-much-homework-031014/

 Homework Realities: A Canadian Study of Parental Opinions and Attitudes

Dr. Linda Cameron, & Dr. Lee Bartel Ontario Institute for Studies in Education, University of
Toronto
Study Context. The purpose of this study was to obtain a Canadian perspective on the issue of
homework. Growing societal concern with Homework since the educational reform efforts in the 90’s reached a
new height in the summer of 2006 with the publication of books by Cohen and by Bennett and Kalish presenting
a US perspective. Linda Cameron and Lee Bartel, Associate Professors at OISE, University of Toronto, perceived a
lack in Canadian research and so initiated this study in October of 2006.

Method, Sample and Demographics. A 40 item questionnaire was created on a website, an invitation to
participate and access to the questionnaire was “seeded” across Canada with emphasis on Ontario, and
“snowball” technique was used to obtain a volunteer sample of respondents. The final analysis included 1094
responses from care-givers of 2072 children. The response from Ontario was the heaviest with 950 responses
representing 1800 children. Analysis focuses on Ontario data. The Ontario sample represented all 5 major postal
code regions, was somewhat skewed to higher educational and income levels, balanced in gender of children,
adequately represented all grades, and public, separate, private and home schooling types.

The findings of the Homework Realities Survey are presented in two parts: Ontario Findings and
Comparative National Findings. The survey methodology and the “seeding” techniques resulted in a dominance
of response from Ontario (response related to 1800 children). This Ontario response is adequate to stand as a
valid and reliable sample of parental attitude and opinion. The same is not true for the full National Data set that
then is disproportionately weighted for Ontario. Therefore, the approach to presenting the findings is to present
Ontario data as the core of the findings, and then to look at the data from the rest of Canada as a small sample
to determine to what extent the situation in Ontario represents the rest of Canada.
https://onlinelibrary.wiley.com/doi/abs/10.1348/000709902158883

Choice is good, but relevance is excellent: Autonomy‐enhancing and

suppressing teacher behaviours predicting students' engagement in
schoolwork

https://www.sciencedirect.com/science/article/abs/pii/S0959475217302268