HOMEWORK: A KEY TO INCREASE MATHEMATICAL UNDERSTANDING AMONG
GRADE IV PUPILS IN SAGAY ELEMENTARY SCHOOL
BY:
VO AMOUR ADELLE C. LAO
Grade IV Teacher
Sagay, Elementary School
THE ABSTRACT
This study aimed to determine the effect of Homework to the performance of
mathematics subject to the grade IV pupils especially the Molave and Mahogany sections in
Sagay Central School province of Camiguin.
The study aims to answer the following questions, the profile of the respondents in terms
of: sex, age, honor in the section, nncome of their parents, source of Income, educational
attainment of their parents, the profile that affects the performance of pupils in Mathematics after
giving homework?Is there a relationship between the respondents profile to the level of
understanding of the homework in mathematics subject, to compare the pupils performance
before and after given the homework as an intervention strategy.
There were 59 pupils as respondent that were involved in this study. It was conducted in
two sections in grade 1V pupils, Mahogany and Molave inSagay Central School for the 4 th
quarter of 2015. The descriptive research was used in this study. The structured questionnaires
were used to gather data on the profile of the pupils while the data about the scores were
administered by the researcher. The pre-test were given at the start of the school year, and
intervention or giving homework every Tuesday and Thursday of the week for 3 weeks, after that
post-test were administered.
The profile that affects the performance of pupils in mathematics of grade IV pupils are
the following, gender is highly influence followed by parents educational attainment and the
monthly income of parents.
As to association between the respondents profile to the level of understanding is highly
significant and the parents educational attainment.
Giving homework to grade IV pupils has a greater effect in their performance in
mathematics subject. It is also concluded that females has a higher performance compared to
male pupils.
The statistical tool used to answer the problem of the study were percentages and
frequency counts, Mann-Whitney Test, Kruskal-Wallis Test and Wilcoxon Signed Test.
Making the best decisions possible with available data may be the greatest steps of the
classroom teacher and policymakers to takeand help ensure pupils learning in their respective
subjects..
Key words: Profile, Intervention, Homework, Analysis of Variance , Performance, Effects,
Pre-test, Post test.
Introduction
Homework is a set of tasks assigned to students by their teachers to be completed outside
the class. Common homework assignments may include a quantity or period of reading to be
performed, writing or typing to be completed, problems to be solved, a school project to be built
or other skills to be practiced.
Homework provides an opportunity for the students to extend their understanding and
directs the students to concepts that need further explanation.
Homework provides an
opportunity for students to make, discover, and correct mistakes so they can learn from them.
Students who emphasize the importance of homework score higher than students who do
not have (House). However, teachers are finding that getting students to actually do assigned
homework is increasingly difficult.
Some students, and often their parents, express that
homework is a useless burden. Furthermore, homework competes with TV, video games and
other activities (Bradley).
Homework review in class is an important part of math teaching. Teachers need their
students ask questions about processes, rules, and properties as a part of assessing both the
students and their own teaching. Yet, routine questions of interest to only a few students can be
a very inefficient use of class time.
Mathematics instruction is a lengthy, incremental process that spans all grade levels. As
children begin formal schooling in kindergarten, they develop “number sense”, an intuitive
understanding of foundation number concepts and relationships among numbers. A central part
of number sense is the student’s ability to internalize the number line as a precursor to
performing mental arithmetic. As students progress through elementary school, they must next
master common math operations (addition, subtraction, multiplication, and division) and develop
fluency in basic arithmetic combinations (math facts). In later grades, students transition to
applied, or “word”, problems that relate math operations and concepts to real-world situation.
When teachers design homework to meet specific purposes and goals, more students
complete their homework and benefit from the results, ( Epstein& Van Voorhis, 2001, p. 191).
In fact, when homework is properly utilized by teachers, it produces an effect on
learning three times as large as the effect of socioeconomic status (Redding, 2000).
Educational research as established the benefits of effective homework. As previously
indicated, Cooper and his colleagues ( 2006) found “ generally consistent evidence for a positive
influence of homework on achievement” (p.1), including end of course tests. In the same metaanalytic study, it was found that the average student in a class assigned appropriate homework
scored 26 percentile points higher on tests than the average student in a class not assigned
homework. With only rare exceptions, the relationship between the amount and achievement
appears to be stronger in grades seven through twelve than in kindergarten through sixth (
Cooper et al., 2006; Marzano& Pickering , 2007; Prontheroe, 2009)
This study was conducted inSagay, Elementary School. There are 2 sections of grade IV
which totaled to 59 but I will just focus only two sections, namely: Molave and Mahogany
totaling to 59 respondents. In order to carry out this control and experimental will be used. The
control group was assigned homework that is based on practicing skills covered during the
lesson. The experimental group was assigned homework containing a combination of practice
task, writing activities and higher level tasks such as evaluation and synthesis.
During the past decade, according to Gill and Schlossman (1996), "leading educational
spokespersons have celebrated homework as essential to raise educational standards, foster high
academic achievement, upgrade the quality of the labor force, and link family and school in a
common teaching mission" (27).
Perspectives vary, however. According to the School Library Journal (2005), students are
receiving higher grades with less outside preparation; while the Washington Post (2006) reports
that the increase in the amount of student homework has increased arguments against it. Alfie
Kohn, a critic of homework, recently wrote, "There was no consistent linear or curvilinear
relation between the amount of time spent on homework and the child's level of academic
achievement" (2006, 15).
Other researchers claim that homework helps students develop responsibility and life
skills and the ability to manage tasks and that it provides experiential learning, increased
motivation, and opportunities to learn to cope with difficulties and distractions, and academic
benefits (Corno and Xu 2004; Coutts 2004; Xu and Corno 1998).
While many researchers take either a positive or a negative stance on homework, Cooper (2001)
takes a more balanced approach, stating, "Research on the effects of homework suggests that it is
beneficial as long as teachers use their knowledge of developmental levels to guide policies and
expectations" (34). Cooper goes on to explain that homework has both positive and negative
effects on various aspects of students' lives.
The lack of unequivocal connections between homework and learning, combined with strong
opinions both for and against homework, may spur policymakers to take a closer look at the
issue. As this review will show, the research suggests that homework may benefit some students
under certain conditions. Older students appear to benefit more than younger students, for
example. Although the link between parent involvement in homework and student learning is far
from clear, students from lower-income households may not have as much support at home as
those from more affluent families; as a result, homework may not be a valuable learning
experience for them. Specific types of homework can be very beneficial to students with learning
disabilities, however. Some research also suggests that homework has nonacademic benefits,
such as helping children establish routines, develop study skills, and take responsibility.
With so many factors influencing homework's efficacy in learning, staying informed of
the research and making the best decisions possible with available data may be the greatest steps
policymakers can take to help ensure student learning in their districts.
Mathematics grades in grade four pupils is very low compared to other subject, thus it is
in this
light that the researcher is very much interested to conduct this research , in order to
investigate the effectiveness of homework and increase mathematical understanding among
grade IV pupils in Sagay, Elementary School.
The study aims to answer the following questions:
1. What is the profile of the respondents in terms of:
a. Sex
b. Age
c. Honor in the section
d. Income of their parents
e. Source of Income
f. Educational attainment of their parents
2. Is there a profile that affects the performance of pupils in Mathematics after giving
homework?
3. Is there a relationship between the respondents profile to the level of understanding of the
homework in mathematics subject?
4.
To compare the pupils performance before and after given the homework as an
intervention strategy.
Research Methodology
This study used the descriptive method of research because it utilizes the
questionnaires in getting information of the respondents such as the gender, age, Rank/honor in
the class, Income of their parents, Sources of Income, and Educational attainment of their
parents. As to the scores in pre-test and post test, respondents were given 20 items mathematical
questions for them to answer. The instrument of this study was a performance test adopted by the
teacher from the Mathematics 4 Teacher’s Guide.
It was used as pretest and posttest to
determine the performance level of the respondents in mathematics. It is a 20-itemwith no
choices testcovering the first topic in the fourth grading period based from the curriculum guide
in Mathemetics 4. The mathematical skill level of the grade four pupils depends on their score in
the performance test. One point was given to every correct response in each item of the test.
After the determination of scores in pre-test homework were given to molave and mahogany
pupils, three weeks after the post-test were administered by the researcher.
Population and Locale of the Study
Table 1. The Number of Respondents
Respondents
Frequency
Percentage
Molave Section
15
25.42%
11
18.64%
Male
10
16.94%
Female
23
38.98%
Total
59
100%
Male
Female
Mahogany Section
This study was conducted in Sagay Elementary School. There are 5 sections of grade 1V
which totaled to 167 but the researcher focus only two sections, namely: Molave and Mahogany
totaling to 59 respondents. In order to carry out this study control and experimental were used.
The control group was assigned homework that is based on practicing skills covered during the
lesson. The experimental group was assigned homework containing a combination of practice
tasks, writing activities and higher level tasks such as evaluation and synthesis.
Data Gathering
First, the researcher asked permission from their parents of the respondents and the
principal for the conduct of the study. As soon as, the letter approved,the researcher gathers the
respondents to explain the importance of the conduct of the study. Later, a set of questionnaire
were given to pupils in Molave and Mahogany as an experimental section.
Scoring and Quantification of Data
To facilitate statistical analysis, scores with descriptive ratings was used to treat the
different variables in the study.
Statistical Treatments:
Frequency counts and percentages were used to describe the various information obtained from
the study. For the relationship , association and effects of performance it uses Mann-Whitney
test, Kruskal-Wallis test, and Wilcoxon Signed Rank Test.
Results and Discussion
Problem No.1 What is the profile of the Grade IV pupils in terms of sex, age, honor
in the class/section, Income of their parents, Sources of Income and Educational attainment
of their parents.
1. Profile of the respondents in terms of :
a. Sex
Figure 1. Gender of the Respondents
Male
44%
Female
56%
Gender
Frequency Percentage
Female
33
56%
Male
26
44%
Grand Total
59
100%
As presented in Figure 1, the gender of the pupils revealed that out of 59 respondents, 33
or 56% are females and 26 or 44% are males.
The findings imply that majority of the
respondents is dominated by female pupils.
b. Age
Figure 2. Age of the Respondents
12 and
Above
8%
11 years old
15%
9 years old
46%
10 years old
31%
Age of Students Frequency Percentage
9 years old
27
46%
10 years old
18
31%
11 years old
9
15%
12 and Above
5
8%
Grand Total
59
100%
Based on the results presented in figure 2, the ages of 59 grade IV pupils were 9 years
old, 27 or 46%, 10 years old 18 or 31%, 11 years old 9 or 15% and 12 years and above 5 or 8%.
The findings of the study imply that out of 59 respondents, 27 or 46% belong to normal age, 27
or 36% belong to middle age, and 5 or 8% belong to a group of overage. It was found out that
majority of the respondents were normal and middle age.
c. Honor
Figure 3, Honor of the Respondents
Yes
42%
No
58%
Honor Student Frequency Percentage
None
34
58%
With Distinction
25
42%
Grand Total
59
100%
Figure3 is the rank or honor of the respondents in the class, 34 or 58% were not honor
student in the class and 25 or 42% are with distinction. This means that majority of the
respondents didn’t belong to any rank in the class.
d. Income of their parents
Figure 4. Income of their parents
Php 10,000 and
Above
Below Php
10,000
Monthly Income
Frequency Percentage
Below Php 10,000
46
78%
Php 10,000 and Above
13
22%
Grand Total
59
100%
As shown in figure 4, approximately78% of the respondents their family income is less than
P10,000 and 22% are having income of more than 10,000 a month. Very clearly that most of the
respondents are usually very low income earner.
e. source of income
Figure 5.Sources of Income.
Mother
Father
0
10
20
30
With Job
40
50
60
None
Parents Source of Income Father Mother
No Job
7
38
With Job
52
21
Grand Total
59
59
As shown in figure 5, that most of the respondents have jobs both the mother and the father.
f. educational attainment of parents
Figure 6. Educational Attainment of the parents
30
25
20
15
10
5
0
College Graduate
College Level
Elementary Level
Mother
High School Level
No Formal Education
Father
Educational Attainment Mother Father
College Graduate
21
25
College Level
9
7
Elementary Level
4
7
High School Level
23
15
No Formal Education
2
5
Grand Total
59
59
Figure 6 presents the educational attainment of their parents, as we can see in the table
that majority of their mother were high School level only and for the father it reveals that they
were able to graduate college.
Problem No. 2 Is there a profile that affects the performance of the pupils in mathematics
after giving the homework?
Table 2. Profile of the Respondents Versus Homework
Variables
Test Statistic p-value
Remarks
Gender
215.500
0.000 Highly Influence
Age of Students
10.912
0.530 Do not Influence
Honor Ranks
414.000
0.849 Do not Influence
Monthly Income of Parents
204.000
0.050
Less Influence
Family Source of Income
377.500
0.701 Do not Influence
Parents Educational Attainment
12.921
0.012
Influence
Table 2 presents the profile that affects the performance of the pupils in mathematics
after giving homework and it is revealed that gender ranks highly influence followed by the
parents’ educational attainment and thirdly, the monthly income of parents.
Problem No. 3 Is there an association between the respondents profile to the level of
understanding of the homework in mathematics?
Table 3. Association of the respondents profile to the Level of Understanding.
Variables
Test Statistic p-value
Remarks
Gender
202.000
0.000 Highly Significant
Age of Students
2.055
0.841
No Significant
Honor Ranks
363.000
0.336
No Significant
Monthly Income of Parents
291.000
0.882
No Significant
Family Source of Income
383.000
0.798
No Significant
Parents Educational Attainment
9.899
0.042
Significant
Table 3, reveals that only gender and parents educational attainment are highly and
significant while the age, honor, monthly income of parents and family source of income were
not significant as to the level of understanding of the homework in mathematics.
Problem No. 4 Compare the pupils’ performance before and after giving the
homework.
Figure 7. Respondent’s performance before and after the giving of homework.
16.00
14.00
12.00
10.00
8.00
6.00
4.00
2.00
Average of Pre-Test Score
Female
Average of Post-Test Score
Male
Pre-Test
Post-Test
Test Statistic p-value
Remarks
Average Score Average Score
Female
1.52
14.00
Male
0.23
11.27
-6.996
0.000 Highly Significant
Grand Total
0.95
12.80
Gender
In figure 7, the respondent’s performance before and after the giving of homework. As
we can see in the graph most of the respondents got only the score below 2, when assignments
were given the result of the post- test is increasing to above the passing level with an average
score to 12 – 14. Further, most of the female pupils got higher score both pre-test and post test.
So, giving assignment to pupils really help increase their test scores. It could be justified to the
work of Cooper et al.., 2006; Marzano & Pickering, 2007; Pronthoe, 2009 found
“generally consistent evidence for a positive influence of homework on achievement” (p.1)
including end of course tests. In the same meta-analytic study, it was found that the average
student in class assigned appropriate homework 26 percentile points higher on tests than the
average student in a class not assigned homework.
Conclusion:
1. The profile that affects the performance of pupils in mathematics in grade IV are the
following, gender ranks first is highly influence, parents and educational attainment and
the monthly income of parents.
2. As to association between the respondents profile to the level of understanding is highly
significant and the parents educational attainment.
3. Giving homework to grade IV pupils has a greater effect in their performance in
mathematics subject.
It is also concluded that females has a higher performance
compared to male pupils.
Recommendation
1. It is recommended that homework will be continue to facilitate to pupils for a wider and
narrow understanding of the subject.
2. Since K to 12 Program is a spiraling type of learning and each level must have
prerequisite skills, teachers must first conduct drills and reviews dutifully of the basic
skills needed to continue the present lesson.
3. Homework must be clearly explained to the pupils and must be integrated into the context
of the lesson or series of lessons.
4. Homework must be used as enrichment lesson of the day and not as advance study for the
next lesson.
5. Future researchers shall conduct a study to other schools to validate the findings of the
study.
References:
Baxter, J.a,, Woodward, J., & Olson, D. ( 2005). Writing in Mathematics: An alternative form of
communication for academically low-achieving students.
Learning Disabilities Research
&Practice, 20(2), 119-135.
Bornemeier, Myrna. Greater Understanding Through Improved Homework Justifications, 2006.
Bryan, T., & Sullivan –Burstein, K. (1998).
Teacher –selected strategies for improving
homework completion. Remedial & Special Education, 19, 263-275.
Carr, Nicole S., Increasing the Effectiveness of Homework for all Learners in the Inclusive
Classroom.S
Cooper, H,.Robinson, J., &Patall, E. (2006). Does homework improve academic achievement?
A synthesis of research, 1987-2003. Review of Educational Research, 76(1), 1-62.
Deubel, P., Homework: A Math Dilemma and What To Do About It, 2007.
Kohn, A. Does Homework Improve Learning?
Strong, R., Thomas, E., Perini, M., & Silver, H. (2004).Creating a differentiated mathematics
classroom. Educational Leadership, 61(5) 73-78.
Tedesco, J. Homework: A Key to Improvement in the US Mathematics’ Education.
Appendices:
1.
Instruments to be used
2. Approved Request Letter
3. CI- Based Action Research Implementation Plan
Appendix
SPSS Output
Mann-Whitney Test
Ranks
Pre_Test
Post_test
Gender
Male
Female
Total
Male
Female
Total
N
26
33
59
26
33
59
Mean Rank
21.79
36.47
Sum of Ranks
566.50
1203.50
21.27
36.88
553.00
1217.00
Test Statisticsa
Mann-Whitney U
Wilcoxon W
Z
Asymp. Sig. (2-tailed)
Pre_Test
215.500
566.500
-3.679
.000
Post_test
202.000
553.000
-3.505
.000
a. Grouping Variable: Gender
Mann-Whitney Test
Ranks
Pre_Test
Post_test
Honor_Student
With Distinction
None
Total
With Distinction
None
Total
N
25
34
59
25
34
59
Mean Rank
30.44
29.68
Sum of Ranks
761.00
1009.00
32.48
28.18
812.00
958.00
Test Statisticsa
Mann-Whitney U
Wilcoxon W
Z
Asymp. Sig. (2-tailed)
Pre_Test
414.000
1009.000
-.190
.849
Post_test
363.000
958.000
-.962
.336
a. Grouping Variable: Honor_Student
Mann-Whitney Test
Ranks
Pre_Test
Post_test
Monthly_Income
Php 10,000 and Above
Below Php 10,000
Total
Php 10,000 and Above
Below Php 10,000
Total
N
13
46
59
13
46
59
Mean Rank
22.69
32.07
Sum of Ranks
295.00
1475.00
29.38
30.17
382.00
1388.00
Test Statisticsa
Mann-Whitney U
Wilcoxon W
Z
Asymp. Sig. (2-tailed)
Pre_Test
204.000
295.000
-1.961
.050
Post_test
291.000
382.000
-.148
.882
a. Grouping Variable: Monthly_Income
Mann-Whitney Test
Ranks
Pre_Test
Post_test
Mothers_Occupation
None
With Job
Total
None
With Job
Total
N
38
21
59
38
21
59
Mean Rank
29.43
31.02
Sum of Ranks
1118.50
651.50
29.58
30.76
1124.00
646.00
Test Statisticsa
Mann-Whitney U
Wilcoxon W
Z
Asymp. Sig. (2-tailed)
Pre_Test
377.500
1118.500
-.384
.701
Post_test
383.000
1124.000
-.256
.798
a. Grouping Variable: Mothers_Occupation
Mann-Whitney Test
Ranks
Pre_Test
Post_test
Fathers_Occupation
None
With Job
Total
None
With Job
Total
N
7
52
59
7
52
59
Test Statisticsb
Mann-Whitney U
Wilcoxon W
Z
Asymp. Sig. (2-tailed)
Exact Sig. [2*(1-tailed
Sig.)]
Pre_Test
153.500
181.500
-.754
.451
.512
a
Post_test
140.000
1518.000
-.996
.319
.338
a. Not corrected for ties.
b. Grouping Variable: Fathers_Occupation
Kruskal-Wallis Test
a
Mean Rank
25.93
30.55
Sum of Ranks
181.50
1588.50
36.00
29.19
252.00
1518.00
Ranks
Age
9.00
10.00
11.00
12.00
13.00
15.00
Total
9.00
10.00
11.00
12.00
13.00
15.00
Total
Pre_Test
Post_test
N
27
18
9
3
1
1
59
27
18
9
3
1
1
59
Mean Rank
30.54
37.33
20.39
18.00
18.00
18.00
31.80
30.19
26.78
21.17
41.00
22.50
Test Statisticsa,b
Chi-Square
df
Asymp. Sig.
Pre_Test
10.912
5
.053
Post_test
2.055
5
.841
a. Kruskal Wallis Test
b. Grouping Variable: Age
Kruskal-Wallis Test
Ranks
Pre_Test
Post_test
Mothers_Education
College Graduate
College Level
High School Level
Elementary Level
No Formal Education
Total
College Graduate
College Level
High School Level
Elementary Level
No Formal Education
Total
N
21
9
23
4
2
59
21
9
23
4
2
59
Mean Rank
36.64
37.17
23.33
18.00
28.75
31.38
42.33
22.87
37.88
26.25
Test Statisticsa,b
Chi-Square
df
Asymp. Sig.
Pre_Test
12.921
4
.012
Post_test
9.899
4
.042
a. Kruskal Wallis Test
b. Grouping Variable: Mothers_Education
Kruskal-Wallis Test
Ranks
Fathers_Education
College Graduate
College Level
High School Level
Elementary Level
No Formal Education
Total
College Graduate
College Level
High School Level
Elementary Level
No Formal Education
Total
Pre_Test
Post_test
N
Test Statisticsa,b
Chi-Square
df
Asymp. Sig.
Pre_Test
10.643
4
.031
Post_test
3.161
4
.531
a. Kruskal Wallis Test
b. Grouping Variable: Fathers_Education
25
7
15
7
5
59
25
7
15
7
5
59
Mean Rank
36.10
32.93
26.63
18.00
22.30
31.36
33.79
26.20
24.00
37.70
Wilcoxon Signed Ranks Test
Ranks
N
Post_test - Pre_Test
Negative Ranks
Positive Ranks
Ties
Total
a. Post_test < Pre_Test
b. Post_test > Pre_Test
c. Post_test = Pre_Test
Test Statisticsb
Z
Asymp. Sig. (2-tailed)
Post_test Pre_Test
-6.696 a
.000
a. Based on negative ranks.
b. Wilcoxon Signed Ranks Test
0a
59 b
0c
59
Mean Rank
.00
30.00
Sum of Ranks
.00
1770.00
Questions :
Name:
_____________________________
Sex: ____________
Grade/Section:____
Age: ___________
Directions: Please fill in the blanks or put a check mark on the appropriate column of your
choice.
1. Find the areas of the following figures:
5 cm
10 cm
a.
2.
3.