Unveiling the parents’ perceptions on no-homework policy in Nangan Elementary School

• Autor(a) principal: Garing, Roy Galenzoga
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Sapienza (Curitiba)
• Texto Completo: https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/98
• topic: educação, política de não-dever de casa, pais de 5ª e 6ª séries, pesquisa fenomenológica qualitativa, análise temática, Nangan Elementary School, Governador Generoso, Davao Oriental, Filipinas; education, no-homework policy, Grade 5 & 6 parents, qualitative phenomenological research, thematic analysis, Nangan Elementary School, Governor Generoso, Davao Oriental, Philippines; educación, política de no hacer deberes, padres de quinto y sexto grado, investigación fenomenológica cualitativa, análisis temático, escuela primaria Nangan, gobernador Generoso, Davao Oriental, Filipinas

This qualitative-phenomenological study was initiated to explore and understand the lived experiences and different perceptions of parents on no-homework policy in Nangan Elementary School, Nangan, Governor Generoso, Davao Oriental. Subsequently, this qualitative exploration hoped to draw out conclusions on the perceptions of the parents. The data source in this study derived from seven (7) research participants for the in-depth interview and another seven (7) parents for the focus group discussion. The research participants of this study were the selected Grade Five to Grade Six parents in Nangan Elementary School who were usually having many assignments compared to lower grade levels. The following themes emerged from analysis based in the perspectives of participant interviews: no-homework policy can be optional; no-homework policy is unfavorable and unhelpful to students; no-homework policy causes students to become irresponsible; and no-homework policy causes less learning among students. Concerning the experiences of parents in dealing with the assignments of their children, five major themes were manifested such as: having difficulties in answering homework; being able to help children; having fun while doing the assignment; being unable to finish work or chores; and bonding opportunity. Moreover, the participants about their challenges in dealing with the assignments of their children, four major themes emerged: understanding how to answer the lesson; having balance and time management; giving encouragement; and having follow-ups and rules. Lastly, their suggestions as regards the no-homework policy revealed four emergent themes: parents should always be responsible and helpful to their children; parents should have time management and balance; teachers should give appropriate, simple and uncostly homework; and teachers should give homework to students for continued learning.