Filipino students in face-to-face classes often grapple with a significant amount of homework, leading to concerns about stress, sleep deprivation and reduced motivation. This raises the question of whether assignments truly enhance learning or simply become a burdensome task.
Justice Dawn Barte / Lahug National High School (Night)
Keira James De Los Reyes, a Grade 10 student at Cebu City Don Carlos A. Gothong Memorial National High School, typically spends two to three hours on homework daily, emphasizing the need to understand it correctly. Interestingly, he noted, “it doesn’t stress me.”
Nikki D. Gerundio, a Grade 11 ABM student at the University of Cebu – Main Campus, echoed this sentiment regarding the time commitment. When asked if homework aids understanding or feels like a chore, she stated, “I think yes, because the more you learn about that topic, sometimes it feels like a chore,” adding, “Especially when the topic is not assignments. It would be more helpful if it were relevant to what we’re learning.”
James Mark C. Dumoran, a Grade 12 STEM student at ACLC-College of Mandaue, suggested alternative assessment methods. “By giving quizzes or oral recitation,” he commended as a way to potentially reduce homework without compromising learning quality.
The students also shared their perspectives on what they consider an ideal homework load. De Los Reyes proposed, “It would be fine for me if there were an assignment every day, but don’t give them all at once because students are having a hard time with it,” suggesting, “It would be better to have only one or two assignments in a day, and then another one or two the next day.”
Gerundio envisioned, “My ideal homework load would involve a few thoughtful assignments that allow for deeper learning and exploration.” Similarly, Dumoran stated his preference for homework that is “manageable and not too complicated.”
These student insights challenge the conventional approach to homework in educational institutions. The experiences shared suggest that extensive daily homework can lead to pressure and disengagement, potentially hindering rather than enhancing comprehension.
A lot of individuals view homework as an everyday chore rather than an opportunity for learning and development.
Schools can address this by taking more deliberate and balanced approaches, providing homework that is manageable, has a purpose and aligns with real learning objectives. The educational system can better support students’ achievement and mental health by reducing unnecessary workload and prioritizing quality over quantity.