Professional Documents
Culture Documents
In partial fulfilment
of the requirements in Research II
Researchers:
Deejay Aquilino S. De Jesus
Paull Jon B. Veras
Liezel M. Baldon
Janelle L. Gimenez
Andrea Trina M. Celebrado
1
ACKNOWLEDGEMENT
The researchers wishes to convey their appreciation and deep gratitude to all
those who have given their valued support for the realization of this study,to:
Mrs. Remelita G. Fraginal, the principal, for her strong encouragement,
advice and assistance given to the researchers.
Dr. Marilou D. Tino, research director, for her suggestions and support in
making this research possible.
Research I adviser, and Mr. Arthur Lawrence T. Yee, Research II adviser, for
their kindness and patience in looking over in this research
The librarians, Mrs. Juliet O. Zagada and Ms. Ayra Gonowon, for allowing
the researchers to make use of the books and some unpublished materials in the
university library.
To the parents of the researchers, for their moral and financial support.
And above all, to Almighty GOD, for the blessings and graces received and
with whom nothing is impossible.
The Researchers
Name of Institution
Address
: Effects of Assignments
Authors
Date Started
: June, 2014
Date Completed
: December, 2014
Funding Source
: Personal
4.
Methodology
Major Findings
1. ) Profile of the Respondents
The total respondents were dominated by females which is 71% out of 150. It
can be perceived that the respondents majorly came from the age bracket of 1314 years old, which is 63% of the total. Out of the 150 respondents, 129 (86%)
have their average ranging 86-90, while 17 (11%) are from the bracket of 81-85
and the remaining 4 (3%) have the average of 91-95.
2.) The Effects of Assignments
a.) The respondents used many ways in answering their assignments. Surfing
the Internet, (3.87) scanning their books, (3.72) giving personal opinions (3.43)
and asking someone who is knowledgeable about the topic (3.41) are rated as
oftenly used by the respondents. While using other reference than the book
(2.85) is rate are as usual practices. The students evaluated not answering
(1.65 as never).
b.) Seventy-seven or 51.33% of the respondents spends 30 to 60 minutes of their
time for their assignments. 36% or the 54 respondents consume 1-2 hours in
search for answers and 17 students or the 11.33% uses up 2 to 4 hours. The
remaining 2 spends 4 hours and above
c.) Because of assignments that are included as basis for grading, students,
whenever they forgot to do or does not know how to do, resorts to copying
assignments (2.53) which is rated as usually used by the respondents.
d.) This study also included whether homeworks help in understanding future or
previously given lessons. In the survey, the respondents said that it oftenly (3.88)
helps them in learning and giving them additional information.
e.) The respondents include Problem solving (3.98) , giving examples (4.18) ,
reading the next lesson (3.69) , collecting data (3.49), researching the topic
(3.87) , and answering book activities (3.74) was marked as oftenly used
Homework approach that are effective to academic performance , while
reasoning(3.39) and conducting personal interviews (3.01) are viewed as usually
favored.
f.) We can conclude that the students favored Mathematics to have assignments
(35%), English and Filipino (15%) as second most favorite and Computer
Education (12%) as third.
g.) These are some of the hitches that students normally encounter with their
assignments. Availability of resources (3.47), Lack of time (3.83) Difficulty (3.59),
Reliability of Sources (3.41), Submission (3.70) were rated as oftenly
encountered by the students while Laziness (3.17) and Authorship or Lack of
knowledge (2.87) were usually encountered by the students.
Conclusions
1. ) Profile of the Respondents
The total respondents were dominated by females which is 71% out of 150. It
can be perceived that the respondents majorly came from the age bracket of 1314 years old, which is 63% of the total. Out of the 150 respondents, 129 (86%)
have their average ranging 86-90, while 17 (11%) are from the bracket of 81-85
and the remaining 4 (3%) have the average of 91-95.
2.) The Effects of Assignments
a.) The respondents used many ways in answering their assignments. Surfing
the Internet, (3.87) scanning their books, (3.72) giving personal opinions (3.43)
and asking someone who is knowledgeable about the topic (3.41) are rated as
oftenly used by the respondents. While using other reference than the book
(2.85) is rate are as usual practices. The students evaluated not answering
(1.65 as never).
b.) Seventy-seven or 51.33% of the respondents spends 30 to 60 minutes of their
time for their assignments. 36% or the 54 respondents consume 1-2 hours in
search for answers and 17 students or the 11.33% uses up 2 to 4 hours. The
remaining 2 spends 4 hours and above
c.) Because of assignments that are included as basis for grading, students,
whenever they forgot to do or does not know how to do, resorts to copying
assignments (2.53) which is rated as usually used by the respondents.
d.) This study also included whether homeworks help in understanding future or
previously given lessons. In the survey, the respondents said that it oftenly (3.88)
helps them in learning and giving them additional information.
e.) The respondents include Problem solving (3.98) , giving examples (4.18) ,
reading the next lesson (3.69) , collecting data (3.49), researching the topic
(3.87) , and answering book activities (3.74) was marked as oftenly used
3. The Assignments should be within the knowledge of the students and should
have connection to the previous lessons and next lessons.
4. There is a need for teachers to have more effort in making assignments knowing
that it will help the students understand their lessons through mind enhancement
activities like crosswords, worded problems, matching types, multiple choices,
analogies, identifications, essays, comprehensions, research works and etc.
5. There is a need for teachers to make the students answer all their assignments
even if its their least favorite subject through providing them fun-filled
assignments.
6. There is a need for students to avoid this so called Procrastination through strict
time management.
Table of Contents
Title
Acknowledgement
ii
Abstract
iii
10
Table of Contents
List of Tables
xiii
List of Figures
xiv
Chapter
I.
II.
Problem
Introduction
Theoretical Framework
Conceptual Framework
Statement of the Problem
Assumptions
Hypothesis
Scope and Delimitation
Significance of the Study
Definition of Terms
1
3
6
7
8
8
8
9
11
11
17
Research Gap
17
Endnotes
18
Research Methodology
Research Method
Respondents
Data-Gathering Tool
Questionnaire
Preparation of the Questionnaire
Validation of the Questionnaire
Administration of the Questionnaire
10
19
19
20
21
21
21
22
III.
11
Statistical Tool
23
Factors Causing Mathematical Anxiety Among High School Students in
University of Saint Anthony
Personal Profile
Age
Gender
24
24
24
Average Grade
25
25
Answering Assignments
How Often the Students Copy or Cheat on their Homework
26
26
26
27
27
Academic Performance
Problems Encountered Regarding Assignments
IV.
28
29
31
32
34
12
Bibliography
35
Appendices
36
Curriculum Vitae
38
List of Tables
Table
Page
20
24
24
25
25
Answering Assignments
6
26
26
26
27
10
27
12
13
Academic Performance
11
31
List of Figures
Figure
Page
Theoretical Paradigm
Conceptual Paradigm
13