Junior High School Students and the No Homework Policy

Background: Homework can enhance academic performance and discipline.
- Excessive assignments can lead to stress and health issues (Becker et al., 2020; Zhao & Yang, 2022).
- The Philippines implemented the No Homework Policy on weekends (García et al., 2020).
- Lawmakers advocate for nationwide bans due to homework's negative effects on student well-being (Carter et al., 2021).
Purpose of Study: This report examines student awareness of the No Homework Policy among grades 7-10 at a private school.

Objectives:
- Assess the awareness level of the No Homework Policy among male and female students.
- Investigate whether significant differences exist in awareness across grade levels and sexes.
Key Questions:
- What is the overall level of awareness of the No Homework Policy amongst students?
- Are there notable differences in awareness between male and female students?
- What are students' opinions on the policy?

Null Hypothesis (H0): No significant differences in awareness based on sex or grade.
Alternative Hypothesis (H1): Significant differences exist in awareness due to sex or grade level.

Theory of Constructivism:
- Emphasizes students' active role in learning (Piaget, 1950).
- Students build their own understanding, influenced by social, cultural, and psychological factors.

Study Design: Mixed-Methods Research Design (quantitative and qualitative).
Quantitative Aspects:
- Descriptive Research with Stratified Random Sampling for representative selection.
- Surveys used to collect data, analyzed with:
- Frequencies & percentages
- Mean & standard deviation
- Statistical tests (Kruskal-Wallis and Mann-Whitney U).
Qualitative Aspects:
- Thematic Analysis of responses from interviews.
Questionnaire Checklist:
- Part I: Demographic data collection (grade level and gender).
- Part II: Evaluates awareness and perceptions through structured questions and open-ended responses.

Respondents: Junior High School students from Grades 7 to 10.
- Ensures diverse representation considering grade and sex.
Sampling Technique: Stratified Random Sampling combined with Slovin’s Formula for proper sample size determination.

Descriptive Statistics: Examine awareness levels (mean, median, mode).
Inferential Statistics:
- Kruskal-Wallis Test: p = 0.943 (no significant difference across grades).
- Mann-Whitney U Test: p = 0.312 (no significant difference based on gender).
Qualitative Analysis: Thematic analysis for open-ended responses.

Awareness Levels:
- General awareness is noted among students across all grades and between genders.
- No significant differences were observed in awareness based on sex or grade level.
Student Perspectives:
- Support for the policy highlights positive effects on stress reduction.
- Mixed views regarding its impact on academic discipline and preparedness.

Students generally display awareness of the No Homework Policy, with no discernable differences based on gender or grade level.
Majority support the policy for its stress-reducing benefits, while some express concerns about its potential negative impact on learning discipline.