HOMEWORK BEHAVIOR AND LEARNING STRATEGIES ON STUDENTS’ ACADEMIC PERFOMANCE IN ARALING PANLIPUNAN “RACQUEL R. LOPEZ, CHARMAINE O. BAUTISTA, RONALD O. LOPEZ

HOMEWORK BEHAVIOR AND LEARNING STRATEGIES ON STUDENTS’ ACADEMIC
PERFOMANCE IN ARALING PANLIPUNAN
“RACQUEL R. LOPEZ, CHARMAINE O. BAUTISTA, RONALD O. LOPEZ
ABSTRACT
This study determined the influence of homework behavior and learning strategies
on the academic performance in Araling Panlipunan of students in secondary schools in
Bustos, Bulacan during the School Year 2021-2022. With explanatory sequential mixed
methods as research design and 594 junior high school students as respondents of the study,
findings showed that the public junior high school students assessed their homework
behavior in terms of planning, execution, and evaluation as “true of me.” On the same note,
the public junior high school students assessed their learning techniques in terms of
rehearsal, elaboration, organization, critical thinking, and metacognition as “true of me.”
The academic performance of junior high school students in Araling Panlipunan was
described as “very satisfactory.” Based on the findings of the study, this conclusion was
drawn: There is a significant relationship between the homework behavior and learning
strategies of the junior high school students and their academic performance in Araling
Panlipunan. When the students can manage their homework effectively and use effective
learning strategies in studying Araling Panlipunan, they would be able to attain higher
grades in the subject.

CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Social Studies provide the skills that are the key to opening doors for a more
diverse, competitive workforce and responsible citizenry. Critical thinking, self-
assessment, reasoning, problem-solving, collaboration, research, and investigation are
practiced by students in Social Studies education. Inopportunely, studies show that young
students are pessimistic about Social Studies and perceive it immaterial as a career.
Historically, an interview was made to basic education students revealed that Social Studies
was boring and had a minimal bearing to their lives. Some of the students that studying
Social Studies is not excited, especially if it is about history, dates, and years. It is difficult
to memorize details. For some students when they hear the subject Social Studies, you will
not see any interest because of numerous dates which are needed to be remembered and
the important places and events which should be known. Moreover, they pronounced
Social Studies as perplexing and extraneous to their future.
Learning in the new normal takes as much, if not more, time and energy as
traditional classroom learning. To do well in online class, students must be organized and
self-motivated. The challenges of homework facing students today are all the more
troublesome. When teachers give daily homework and students diligently work on it,
student achievement escalates suggestively. Homework aid children’s good habits and
attitudes. It can teach children self-discipline and responsibility. More importantly, it can
encourage a love of learning.

Commonly viewed as “responsibilities dispensed to students by the teachers that
are meant to be completed during non-school hours”, homework is a widespread, century-
old instructional activity in many countries (Fan et al., 2017). Homework is regularly
accomplished despite multiple household chores or distracting environment with less adult
assistance than classwork. Therefore, a critical challenge facing students is to manage their
homework environment so that it is conducive to homework completion (Yang et al.,
2016).
Homework comprises the set of prearranged tasks to students by teachers to be
accomplished outside school hours. Mentoring, reviewing for tests and examinations,
guided study in school, modular home study and extra-curricular activities such as sport as
well as study activities self-initiated by students, could not be considered homework.
Several studies had shown that doing homework well improved students' academic
performance in a variety of subject areas (Yang & Tu, 2020).
In reality, the emphasis on homework behavior was timely, as the SARS-CoV-2
pandemic had resulted to an unparallel colossal swing from traditional to face-to-face
education to online education (Bao, 2020). Due to the digital divide, unstable living
arrangements, and other difficulties with finding a peaceful and organized environment for
studying, many students found it more difficult to finish their traditional or online
schoolwork during the SARS-CoV-2 pandemic ( Beaunoyer et al., 2020; Van Lancker &
Parolin, 2020).
Meanwhile, in modern education systems, learners are anticipated to hold an
augmented degree of independence and display resourcefulness in learning processes,
examining learning materials and analyzing contents. A well- organized growth of

knowledge inside and outside of school is only conceivable if students have skills which
initiate, guide, and control the pursuit for information and later on its dispensation and
storage. In learning and teaching research those techniques are referred to as learning
strategies.
Learning strategies are steps taken by learners to enhance their learning. By actively
utilizing language learning tools, students can take charge of their own education by
improving their language abilities, self-assurance, and drive. The use of strategy
instructions increases students' autonomy and independence in learning and encourages
them to take ownership of their education. The more tactics a learner employs, the more
self-assured, driven, and effective they feel. To increase levels of self-directed learning,
teachers are encouraged to select effective teaching methods and learning strategies for
their students and to impart this knowledge to them (Tay, 2013).
Learning strategies are the over-all effort that the students need to progress,
comprehend, and assume the information presented in learning-teaching processes or in
their individual preparation. In other words, learning strategies could be described as the
whole of the performed activities of learner to give meaning to information in cognitive
and affective processes. Learning strategies involved multiple activities, as was evident
from definitions (Kafadar, 2013).
Students who flexibly employ learning strategies have also been demonstrated to
perceive control over the learning process more favorably, according to Obergriesser and
Stoeger (2020). This phenomena affected the students' learning outcome, academic
feelings, and sense of self-efficacy (Pekrun and Perry, 2014). This concept presupposes
that by utilizing learning strategies to successfully remove learning obstacles during

learning, negative emotions will be lessened and students will enjoy their studying. In other
words, learning strategies might encourage students to increase their good emotions and
decrease their negative ones (Muis et al., 2015).
However, some studies had shown that although the application of learning
strategies had no significant influence on the student’s positive emotions, it could
significantly reduce negative emotions (Ahmed et al., 2013). Previous studies mainly
focused on the influence of academic emotions on learning strategies (Mariza et al., 2015),
while few studies have examined the impact of learning strategies on academic emotions
and their reciprocal influence. Hence, no consensus on how the learning strategies
influence the student’s academic performance during online learning was available.
According to the study of Canoza (2021), students often utilized effective time
management new normal in terms of priorities, goal systems, habits, and constant
improvement. They also agreed that they used effective learning strategies in terms of
cognitive and metacognitive strategies (rehearsal, elaboration, organization, organization,
critical thinking, and meta cognitive self-regulation) and resource management strategies
(time and study environment effort regulation peer learning, help seeking) their academic
performance.
The above-mentioned realities prompted the researcher to examine the influence of
homework behavior and learning strategies on the academic performance in Araling
Panlipunan in an online learning environment.

Statement of the Problem
Bustos, Bulacan during the School Year 2021-2022.
Specifically, it sought answers to the following questions:
1. How may the homework behavior of the junior high school students in the new
normal be described in terms of:
1.1 planning;
1.2 execution; and
1.3 evaluation?
2. How may the learning strategy of the junior high school students in the new normal
be described in terms of following:
2.1 rehearsal;
2.2 elaboration;
2.3 organization;
2.4 critical thinking; and
2.5 metacognition?
3. How may the junior high school students’ academic performance in Araling
Panlipunan be described in terms of their grade?
4. Is there a significant relationship between the homework behavior of the junior high
school students and their academic performance in Araling Panlipunan?
5. Is there a significant relationship between the learning strategy of the junior high
school students and their academic performance in Araling Panlipunan?

6. What are the views and insights of the respondents as regards the importance of
homework behavior and learning strategy on students’ academic performance in
Araling Panlipunan?
7. What program of activities can be crafted from the results of the study?
Hypotheses
The following hypotheses were tested in the study:
1. There is no significant relationship between the homework behavior of the junior
high school students and their academic performance in Araling Panlipunan.
2. There is no significant relationship between the learning strategy of the junior high
school students and their academic performance in Araling Panlipunan.
Conceptual Framework
Currently, it seems slight arguable that the worth credited by students to academic
responsibilities such as tests or homework is associated to their engagement and the effort
devoted to these tasks. Thus, students with high value beliefs employ more time, give more
effort, and accomplish more homework than those who do not value academic activity.
This attributed value thereby indirectly influences their achievement (Xu, 2017).
The evidence indicates that children who are intrinsically motivated put out more
effort, endure longer, and produce better results when they engage in an activity than
students who complete their schoolwork to escape criticism or to please their parents.
Together with individual expectations, the relationship between the importance placed on
homework and students' intentions to study and put out effort is well established in the

literature. Assuming the principles of the theory of Expectancy Value, this study aims at
verifying to what extent the value students attribute to homework predicts their intentions
and real decision to engage in homework and to do it (Wigfield et al., 2017).
Most of the research that supports the expectancy value models has argued that the
value attributed to homework has at least three dimensions or components: the degree to
which it is perceived as interesting—its intrinsic value— personally significant and
important for the student—achievement value—, and useful—utility value. Thus, students
who consider homework important, useful, and/or interesting hold high self-efficacy
beliefs and persevere in the face of difficulties encountered when doing homework. In fact,
this value effort relationship has been found for homework, showing the direct influence
of the value attributed to dedication and engagement (Xu et al., 2017), and underlining the
importance of the utility perception of homework in the promotion of diverse academic
outcomes (Yang et al., 2016).
Specifically, when students approach homework due to their interest, in order to
learn and acquire competence, they spend more time, optimize the time spent, and also do
more homework (Harackiewicz et al., 2016). As defended from different theoretical
frameworks, interest would contribute to achievement to the extent that, in general, it
increases behavioral engagement, dedication, management of the learning process, and the
attentional resources that are implemented (Trautwein et al., 2015). The prescription and
correction of homework can become an instructional strategy for the learning promotion
and academic performance, as teachers manage to adjust to the needs and interests of their
students. Beyond the interventions focused on self-monitoring and self-management or the
use of reinforcements, homework that are prescribed from classroom must be meaningful

and purposeful if we want the apprentices to actively engage with them (Breaux et al.,
2019).
Similarly, it appears that homework utility perception help students allot more time
on homework, better budget that time, and finish more homework (Yang et al., 2016).
Intrinsic motivation and perceived utility also assure a more positive attitude toward
completing homework. Given the strong association, it was shown that students’ more
intrinsic motivations for doing homework could be improved if they recognize the utility
of the homework they are assigned, which would foster more favorable attitudes about such
participation (Fan et al., 2017).
The value students attribute to homework, a key aspect of motivation in self-
regulated learning models, should be understood as a multidimensional construct that
integrates students’ personal interests and the interest aroused by the situations, but also
their estimates of its importance or usefulness. Since students are likely to become
organically motivated to complete their homework if they see its usefulness and since direct
intervention in homework's intrinsic motivation is not always simple and may even threaten
students' feeling of liberty, homework utility value becomes a core support in the
educational intervention with students who show little interest in homework (Núñez et al.,
2015).
(Rosario et al., 2018), stated that in general, the research appears to be consistent,
indicating that if the teacher offers excellent homework, student homework participation
could be maximized, that is, homework perceived as valuable and interesting, which
enables students’ progress (adapted to the potential of each student or group of students)
and is causally linked to academic success.

On another hand, as has already been stated by many previous studies, the amount
of homework completed and effective time management both significantly affect students
grades in different curricular subjects. Compared with other studies that found null or
negative relationships, the results of this research not only corroborate the positive
relationship between behavioral engagement measures and academic achievement, but also
show that the effect size is higher than that reported in most of the previous studies. High
school students who spend more time, manage that time well, and do all the homework
clearly perform better than those who dedicate little time, are easily distracted, or do not
finish their homework (Fernández-Alonso et al., 2015).
Meanwhile, one such way to empower students is to focus on learning strategies.
Learning strategies might be characterized as intended feelings and actions to influence the
learner’s ability to select, acquire, organize, and integrate new knowledge. Learning
strategies are designed to teach learners how to learn. Effective learning involves knowing
when to use a specific strategy, how to access that particular strategy, as well as when to
abandon an ineffective strategy (Jones, Sullivan Palincsar, Sederburg Olge, & Glynn Carr,
2017). According to Jones et al. (2017), both less and greater proficiency students are able
to develop effective learning strategies.
Learning strategies are skills that can be taught (Zeidner and Stoeger, 2019).
Teachers or instructors must know students’ learning strategies so that they employ
appropriate teaching strategies to promote successful teaching and learning in the
classroom.
Regarding academic performance, Narad and Abdullah (2016) cite it as the
acquired information that a teacher evaluates via grades or educational objectives set by

students and instructors to be fulfilled over a defined period. They emphasized because it
demonstrates and gauges how well an educational institution, its faculty and students
achieve their educational goals. Narad and Abdullah (2016) further emphasized that the
“academic performance of an individual is affected by several factors such as personality,
intellectual ability, environment, learning strategies and etc”. To summarize, learning
strategies determine how successful a student will be in school.
Lee and Mao (2016) applied various learning strategies to study the relationship
between self-efficacy, preferred learning strategies and academic performance in a unique
hospitality course environment. The findings showed that hospitality management students
prefer a “learn by doing” approach to that of computer-based learning and lecturing. The
findings suggested that self-efficacy has an impact on academic performance.
In addition, Neroni et al. (2019) conducted their research on learning strategies and
academic performance. Their findings demonstrated that effective time and effort
management was the most important element and a reliable indicator of academic
achievement. In a recent study by Zhou and Wang (2019), which involved adult students
in an ODL setting, there was a significant and positive indirect relationship between
mastery goal orientation and academic performance through self-regulated learning
strategies. They also further emphasized that the effort-regulation strategy effectively
mediated this association between the performance-approach goal orientation and
academic performance. There have not been many studies that compare the relationship
between learning strategies and academic performance between regular and non-regular
entry students.

This study is anchored to cognitive learning theory. According to Zhou (2015), this
idea examines how individuals think. Understanding how students learn requires an
understanding of mental processes. The cognitive approach recognizes that both internal
and external factors can have an impact on learners. Descartes and Plato are two of the first
philosophers that focused on cognition and how we as human being think. Many other
researchers looked deeper into the idea of how people think, spurring more research. Jean
Piaget is a highly important figure in the industry of cognitive psychology, and his work
focuses on environments and internal structures and how they impact learning. Over time,
different branches of cognitive theory have emerged, each focusing on a particular aspect
of learning and comprehension. At its most fundamental, the cognitive theory contends that
both internal and external factors play a significant role in the cognitive process. Also,
students gain more control over their thinking as they become aware of how it affects both
their learning and their conduct. Because understanding one's own thought process can aid
in learning, cognitive learning theory has an impact on students. Teachers can provide their
students the chance to fail, ask questions, and think aloud. With the use of these strategies,
students can develop a better understanding of how their cognitive processes function and
use it to create better learning chances.
From the theory, related studies and literature cited, presented and explained above,
the researcher came up with the paradigm that served as guide in the conduct of the study.

Independent Variable Dependent Variable
Figure 1. Paradigm of the Study
Figure 1 shows that the independent variables are the students’ homework behavior
and learning strategy amidst pandemic. These variables were hypothesized to influence (as
implied by the arrowhead) the dependent variable which is the students’ academic
performance in Araling Panlipunan in the new normal.
Significance of the Study
Students, teachers, and administrators would all benefit from this research.
Education professionals would have a better understanding of the influence of homework
behavior and learning strategies on the academic performance in Araling Panlipunan of
students in secondary schools, and this would be advantageous for the following groups:
Students. They are the first to benefit from the research's findings. The researcher
expect that the outcomes of this research will help students improve their academic
performance in Araling Panlipunan as they understand the importance of homework and
learning strategies in this new normal.
Teachers. The study is significant for Araling Panlipunan teachers because it will
increase knowledge and understanding about the influence of homework behavior and
learning strategies on students’ interest and appreciation of the subject in the new normal.
Homework Behavior
Learning Strategy
Students’ Academic
Performance in Araling
Panlipunan

School Administrators. The findings provide clear evidence for school
administrators on the critical role of homework behavior and learning strategies on
students’ academic performance in Araling Panlipunan in the new normal. They can
include the variables under investigation into their plan of activities to help students
understand the importance of homework and learning strategies in their education in this
new normal.
Future Researchers. The study's findings will be used as a guide for other academics
with similar interests. Finally, the researcher believes that the outcomes of this research
will aid future researchers in fully comprehending the significance and impact of
homework behavior and learning strategies on the academic performance of students in
Araling Panlipunan in the new normal.
Scope and Limitation of the Study
This study focused only on the influence of homework behavior and learning
strategies on the academic performance in Araling Panlipunan of students in secondary
schools. Hence, the main variables in the study were students’ homework behavior,
learning strategies and academic performance in Araling Panlipunan.
Homework behavior has limited to planning, execution and evaluation. Meanwhile,
the junior high school students' learning approach in the new normal was concentrated.
only to rehearsal, elaboration, organization, critical thinking and metacognition. On the
other hand, the students’ academic performance was measured in terms of their grade in
Araling Panlipunan.

The respondents of this study was the selected junior high school students in
Bustos, Bulacan. This was conducted in the 4th
quarter of School Year 2021-2022.
Location of the Study
This study was conducted in public secondary schools in Bustos, Bulacan. The
schools that served as respondents of this research were: Alexis G. Santos National High
School, Dr. Pablito V. Mendoza Sr. High School, Aguinaldo J. Santos National High
School, and Cambaog National High School.

Figure 2. Map of Bustos, Bulacan
(Source:https://www.researchgate.net/figure/Stretch-of-the-Angat-River--Network-in-Bustos-
Bulacan-where -Samples-were-retrieved_fig1_341453434)

Definition of Terms
To shed the light in understanding, the following operational definitions were
hereby presented.
Academic Performance. This refers to junior high school students’ grade in Araling
Panlipunan.
Critical Thinking. This refers to the degree to which students apply previous
knowledge to new situations in order to solve problems, reach decisions, or make critical
evaluations with respect to standards of excellence.
Elaboration. This refers to students’ strategies that help them store information into
long-term memory by building internal connections between items to be learned.
Elaboration strategies include paraphrasing, summarizing, creating analogies, and
generative note-taking.
Evaluation. This is referring to the behaviors that students frequently display after
completing their tasks, such as self-evaluation, self-correction, homework revision and
seeking homework feedback.
Execution. This refers to students’ behaviors that tend to emerge during homework
execution, specifically those involving self-reinforcement, perseverance, and looking for
help.
Homework Behavior. This refers to students’ self-regulation abilities in homework
completion by following certain steps such as planning, execution and evaluation.
Learning Strategies. These refer to how students organize and use a certain set of
abilities to study material or do other tasks more quickly and effectively in both academic
and non-academic situations.

Metacognition. This refers to students’ awareness, knowledge, and control of
cognition.
Organization. This refers to students’ strategies that help them select appropriate
information and construct connections among the information to be learned.
Planning. This refers to students’ goal setting/planning and is related to self-
management or structuring either their self-processes (i.e., behaviors, thoughts, emotions)
or the social environment, before engaging in homework assignments.
Rehearsal. This refers to reciting or naming items from a list to be learned. Instead,
than learning new knowledge and storing it in long-term memory, these strategies perform
best for simple tasks and the activation of information in working memory.

CHAPTER II
METHODOLOGY
This chapter presents the details of the research and sampling procedures applied
by the researcher. This also includes the research design used, the data gathering
techniques, sampling procedures and data analysis scheme.
Research Design
The explanatory sequential design was used in this study. According to Creswell
and Plano Clark, an explanatory sequential design (2018) consisted of first, collecting
quantitative data and then collecting qualitative data to help explain or elaborate on the
quantitative results. This strategy was chosen because it gave a general picture of the
research problem using quantitative data and results; more analysis, specifically through
qualitative data collection was needed to refine, extend or explain the general picture.
In the study, the researcher collected first the assessments of the respondents as
regards their homework behavior and learning strategies that they applied in studying
Araling Panlipunan in this new normal. After collecting this data, statistical analysis
followed. Then, formulation of open-ended questions was done. These questions were
utilized in gathering qualitative data through semi-structured interviews. The results of this
were used to validate the quantitative results of the study and for a more comprehensive
discussion of the gathered data.

Data Gathering Techniques
The researcher decided to use 594 students (which is 10% of the total number of
students from four public high schools in Bustos District) for her study. Before the study
was conducted, the researcher was sought permission from the Schools Superintendent of
Bulacan to allow her to use selected junior high school students from Alexis G. Santos
National High School, Aguinaldo J. Santos National High School, Dr. Pablito V. Mendoza
Sr. High School, and Cambaog National High School as subjects of this research. Upon
receiving the approved permit, coordination to the principals of the aforementioned schools
was done to schedule the administration of questionnaires and conduct of interviews to
selected respondents. Due to the pandemic times, the researcher collected the needed data
through the utilization of various social media platforms such as Facebook, gmail, email,
viber and through phone calls. In addition, the researcher did the face-to-face interview
with the students.
Quantitative and qualitative data were collected in the study. For the quantitative
data, adapted questionnaires which were modified in order to fit the current settings of
education in the country was used. Part I of this questionnaire was adapted from Cruz
(2018) which was utilized to describe the homework behavior of the students. On the other
hand, Part II was adapted from Medina (2018) which was used to describe the students’
learning strategies in Araling Panlipunan in this new normal. Additionally, the grades of
the students in the said subject were obtained from their teachers.
For the qualitative data, closed-ended questions in conjunction to the quantitative
results of the research were formulated. These questions were asked during the semi-
structured interviews to gather the needed qualitative data for this research.

The researcher assured us that strict confidentiality was considered in so far as the
collected data were concerned. All gathered data were kept in one folder in the researcher’s
laptop. After completing this research, the said data was deleted permanently.
Sampling Procedures
Since the population (N=5949) was too large, the researcher decided to use only
ten percent of the total number of students (n=594). According to Gay & Diehl, (1992),
generally the number of respondents acceptable for a study depended upon the type of
research involved - descriptive, correlational, or experimental. For descriptive 10% of the
population should be the sample size for a larger population as large as 1000. But if the
population is small (as small as 500 and below) then 20% might be required. In
correlational study, a relationship needed to be established between at least 30 subjects.
The recommended minimum for experimental study was frequently given as 30 people per
group.
In selecting the 594-student sample, this researcher employed a simple random
technique in choosing these respondents. According to Gregoire and Valentine (2008) the
simplest and most prevalent sampling technique employed in quantitative social science
research and in general scientific study is simple random sampling. Every person in the
population had an equal chance of being selected for the study, which was the principal
advantage of the simple random sample. This meant that it guaranteed that the sample
chosen was representative of the population and that the sample was selected in an unbiased
way. In turn, the statistical conclusions drawn from the analysis of the sample were valid.
There were multiple ways of creating a simple random sample. These include the lottery

method, by means of a random number table, using a computer, and sampling with or
without replacement.
The lottery method was utilized in selecting the 594 students. The researcher
randomly picked numbers, with each number corresponding to the student’s name, to
create the sample. To make a sample this way, the researcher ensured that the numbers are
well mixed before selecting the sample population.
For the qualitative part, twelve students (three from each public high school in
Bustos, Bulacan) were selected at random and were requested to participate in the conduct
of semi-structured interviews. Then the selected students proceeded to a vacant room where
the face-to-face interview was conducted.
Table 1. Distribution of Respondents of the Study
School Population Sample
1. Alexis G. Santos National High School 2379 238
2. Dr. Pablito V. Mendoza Sr. High School 1104 110
3. Aguinaldo J. Santos National High School 1393 139
4. Cambaog National High School 1073 107
Total 5949 594
Data Analysis Scheme
After gathering all the questionnaires, the data were tabulated and analyzed.
Descriptive statistics such as range, mean and standard deviation were computed to
describe the students’ academic performance in Araling Panlipunan.
Meanwhile, weighted mean were computed to describe the students’ homework
behavior and learning strategies in this new normal.
Correlation analysis was performed to determine if significant relationship existed
between the independent variables (students’ homework behavior and learning strategies)
and dependent variables (students’ academic performance in Araling Panlipunan).

For the gathered qualitative data, content analysis was used. According to Elo et
al., (2014), a research tool called content analysis is used to find specific words, themes,
or concepts in each set of qualitative data (i.e., text). Using content analysis, researchers
could quantify and evaluate the presence, values and relationships of such certain words,
themes, or concepts.

CHAPTER III
RESULTS AND DISCUSSIONS
This chapter deals with the presentation, analysis, and interpretation of the data
collected and the results of the statistical treatment employed in the study with the purpose
of determining the influence of homework behavior and learning strategies on junior high
school students’ academic performance in Araling Panlipunan.
The Homework Behavior of the Junior High School Students
Homework completion has long been seen as a crucial means of cultivating
effective study habits and self-control techniques (e.g., better time organization). The
notion of student homework behavior typically comprises behavioral markers pertaining
to the amount of time spent on homework, how that time is managed, or how much
homework is really completed.
The assessments of the public junior high school students concerning their
homework behavior in terms of upskilling and reskilling, curriculum streamlining,
monitoring, and evaluation are summarized in Tables 2 to 5.
Planning
A usual routine for homework promotes predictable homework completion times.
After a few weeks of using the homework schedule, students may be able to complete their
assignments without being reminded; nevertheless, they may still need to check their work
progress.

The homework behavior of the Junior High School students in terms of planning
are presented in Table 2.
Table 2. The Homework Behavior of the Junior High School
Students in terms of Planning
Item Statement
When I plan to do my homework…
Responses = 594
Mean VD
5 4 3 2 1
1. I collect all the resources before
doing my homework.
231 120 91 78 74 3.60 TM
2. I make a “To Do” List so I will not
forget any homework.
76 71 123 149 175 2.54 ST
3. I do my homework even if no one
reminds me to do it.
352 127 46 51 18 4.25 VTM
4. I see to it that I have a good
ambiance before doing my homework.
389 98 74 21 12 4.40 VTM
5. I try to find a good space to work. 378 123 54 21 18 4.38 VTM
Overall Mean 3.83 TM
Legend:
Scale Verbal Description
4.21 – 5.00 Very True of Me (VTM)
3.41 – 4.20 True of Me (TM)
2.61 – 3.40 Somewhat True of Me (STM)
1.81 – 2.60 Slightly True of Me (ST)
1.00 – 1.80 Not True of Me (NT)
Table 2 revealed that the item statement of the student, “I see to it that I have a good
ambiance before doing my homework,” received the highest weighted mean of 4.40 with
a verbal description of “very true of me.” On the other hand, the item statement “I make a
To Do List so I will not forget any homework” got the lowest weighted mean of 2.54 with
a verbal description of “somewhat true of me.” The overall computed mean is 3.83 with a
verbal description of “true of me.”
The results imply that students plan on the homework their teachers give them. This
is a good indicator that students are positive as they prepare to do their homework and can
adjust, allowing them to provide a space to do the homework efficiently. However, they

need to work on how they plan to do the homework by enlisting some “to-do” list that is
useful in planning.
The result of this study is congruent with that of Felker and Chen’s (2022) study.
Implementing a prompt planning intervention will help students complete their assigned
tasks successfully. It will allow them to separate what they believe they can accomplish
from what they cannot by using planning.
In the conducted interview, the students were asked about the importance of
planning their homework behavior. Many of these students stated that planning is essential
because it allows them to manage their time by establishing a certain time to complete their
homework within their available time. Others said they plan for them to determine their
priorities, which they will put first in doing homework.
Execution
The students do learn by doing their homework as directed by their teacher.
According to it, proper task execution is essential since this is when students work on their
homework after finally putting their strategy into action. So that students meet their
obligations to it, the working motivation to complete the homework should be at a healthy
level.
The homework behavior of the Junior High School students in terms of execution are
presented in Table 3.

Students in terms of Execution
Item Statement
When doing my homework…
Responses = 594
Mean VD
5 4 3 2 1
1. I do not give up on the task when I
struggle in doing it.
256 114 89 63 72 3.71 TM
2. I answer it on my own. 392 98 49 32 23 4.35 VTM
3. I do not ask for assistance when I feel
difficulty in homework.
121 96 148 96 133 2.96 STM
4. I always ask for help so that I can
finish as soon as possible.
289 187 48 36 34 4.11 TM
5. I try to overcome the problem in
completing the homework before
asking for help.
301 142 89 48 14 4.12 TM
Legend:
3.41 – 4.20 True of Me (TM)
It can be observed that the item statement of the students, “I answer it on my own,”
received the highest weighted mean of 4.35 with a verbal description of “very true of me.”
However, the item statement of the students, “I do not ask for assistance when I feel
difficulty in homework,” got the lowest weighted mean of 2.96 with a verbal description
of “somewhat true of me.” The overall computed mean is 3.85 with a verbal description of
“true of me.”
Students' ability to independently do their homework is shown positively.
Accordingly, they complete their homework without overly relying on others. When
students have challenges with their homework, it is apparent that they still require
assistance with the subject. This is still a positive sign since they need the help of others
around them, especially if they are struggling to handle it.

Along with the findings presented here, Kivunja (2014) discovered that
fundamentals must be adopted as the instructional paradigm shifts to prepare students for
the 21st century adequately. The essential abilities for learning and working occur under
many categories where collaboration and work independence are encouraged.
In the interview, the students were asked how they did their homework. The
majority of these students indicated that they find reliable materials through web searches
and their textbooks. Others mentioned they were eager to finish and try it in one sitting.
Evaluation
Students must still evaluate their responses to ensure that the goal and instruction of
the task are met. A thorough examination will determine whether the students' work will
need further improvements or whether it will suffice as is after being carefully evaluated.
The homework behavior of the Junior High School students in terms of evaluation
It may be gleaned that the item statement of the students, “I review my answers”
received the highest weighted mean of 4.43 with verbal descriptions of “very true of me.”
On the contrary, the item statement of the students, “I evaluate the quality of the
homework” got the lowest weighted mean of 2.91 with a verbal description of “somewhat
true of me.” The overall computed mean is 3.70 with a verbal description of “true of me.”

in terms of Evaluation
Item Statement
When I finish my homework…
Responses = 594
Mean VD
5 4 3 2 1
1. I check if all the information is well-
organized.
85 123 152 154 80 2.96 STM
2. I evaluate the quality of the
homework.
78 126 147 152 91 2.91 STM
3. I review my answers. 399 98 63 21 13 4.43 VTM
4. I re-examine what I did and check if
all tasks are completed.
193 188 156 21 36 3.81 TM
5. I try to guess how many correct
answers I made.
388 97 74 16 19 4.38 VTM
Legend:
3.41 – 4.20 True of Me (TM)
This implies that students evaluate their homework as they complete it, considering
they have met the homework's objectives and instructions. This is a good sign that students
should pay attention to the entire homework and mark it as error-free using their evaluation
skills. However, students still have to work on evaluating if the material is well-organized
and of sufficient quality.
The present study also conforms with the findings of Morales and Mena (2016)
when they examined the connection between student self-evaluation strategies and
autonomy development. They conducted the study concerning the use of different
autonomy-oriented instruments. In response, students set learning goals and self-
assessment strategies to foster learner autonomy and evaluate their learning experiences.
They concluded that there are clear connections between self-evaluation strategies and the
development of learner autonomy.

In the conducted interview, the students were asked about the importance of
ensuring that their homework was done correctly and coherently. Many of these students
stated that they thoroughly examined the question and instructions to ensure they provided
the correct response. Others mentioned that they frequently review their responses and
check for errors before passing them. In addition, several responded that comparing their
notes to their homework is the best way to ensure their response is correct.
The Learning Strategy of the Junior High School Students
Learning strategies are crucial to encourage students to eliminate their areas of
weakness and rely on their competency areas. Hence, the desire of students to adopt
specific learning strategies for their classwork and homework is contingent on the amount
to which they perceive its usefulness. Students must comprehend their learning profiles
and needs as learners, as well as how and why strategies might assist them in achieving
academic excellence. For this reason, self-awareness of each student's profile of strengths
and limitations, as well as the most effective methods for their learning profile, is essential
for effective strategy instruction.
Tables 5 to 9 describe the evaluations of public junior high school students' learning
techniques in terms of rehearsal, elaboration, organization, critical thinking, and
metacognition.
Rehearsal
Rehearsal is a learning strategy that uses repeated exercises to retain knowledge.
When students receive learning material, they often try to recall it by rehearsing it

repeatedly. They may either speak the words or sub-vocalize the information (say it to
themselves). The frequent repetition makes the knowledge more familiar to the student.
Rehearsal strategies are advantageous when learning fundamental vital terms and a relative
amount of information. Thus, before more complicated learning may occur, it is required
to acquire fundamental knowledge.
The learning strategy of the Junior High School students in terms of rehearsal are
Table 5. The Learning Strategy of the Junior High School
Students in terms of Rehearsal
Item Statement
When I study Araling Panlipunan…
Responses = 594
Mean VD
5 4 3 2 1
1. I read the material aloud. 16 21 76 129 352 1.69 NT
2. I read the material silently. 383 142 32 18 19 4.43 VTM
3. I memorize key words to remind me
of important concepts.
402 79 56 21 36 4.33 VTM
4. I make a list of important terms and
memorize it.
405 78 48 36 27 4.34 VTM
5. I answer exercises provided in the
book.
368 101 93 11 21 4.32 VTM
Legend:
3.41 – 4.20 True of Me (TM)
Table 5 shows that the item statement of the students, “I read the material silently”
got the highest weighted mean of 4.43 with a verbal description of “very true of me.”
Meanwhile, item statement “I read the material aloud” got the significant low weighted
mean of 1.69 with a verbal description “not true of me.” The overall computed mean is
3.82 with a verbal description of “true of me.”

This implies that students use silent reading of the materials they must comprehend.
Students doing the rehearsal strategy is a good sign, particularly since they can prepare for
classwork and homework while considering the need to remember what they have learned
from their teachers. However, it is unlikely that the students will be more silent than out
loud when they recall their studies.
The present study also agrees with Stumm and Furnham (2012) that students
employ various learning strategies to enhance their learning. Accordingly, learning
strategies are a group of cognitive and behavioral processes and skills that affect how
knowledge is gathered, stored, and recalled. They added that students might employ
preparation, planning, elaboration, critical thinking, effort learning, time management,
environment management, help-seeking, and peer learning (Stumm & Furnham, 2012).
In the conducted interview, the students were asked about how they review their
lessons in Araling Panlipunan. Many of these students stated that they rewrite and
summarize their lessons on their notes to memorize them quickly. Others stated they asked
someone to ask them a question about their lesson in Araling Panlipunan as a review
strategy. Moreover, others also stated that they review their lesson in the morning because
they think that their mind functions well at that time.
Elaboration
Elaboration strategies refer to the various methods of connecting past knowledge
to acquired knowledge. Hence, it can make new information more noteworthy and
significant. It also provides students with the opportunity to strengthen the links between
their broad range of knowledge and their critical reasoning skills.

The learning strategy of the Junior High School students in terms of elaboration are
Students in terms of Elaboration
Item Statement
Responses = 594
Mean VD
5 4 3 2 1
1. I pull together information from
different sources, such as lectures,
readings, and discussions.
378 156 36 16 8 4.48 VTM
2. I try to relate ideas to other subjects
whenever possible.
201 103 148 89 53 3.52 TM
3. I try to relate the material to what I
already know.
196 184 87 81 46 3.68 TM
4. I write brief summaries of the main
ideas from the readings and the
concepts from the lectures.
121 148 179 87 59 3.31 STM
5. I try to apply ideas from books in
other class activities such as lecture and
discussion.
302 98 106 71 17 4.01 TM
Legend:
3.41 – 4.20 True of Me (TM)
As shown in table 6, the item statement, "I pull together information from different
sources, such as lectures, readings, and discussions" received the highest weighted mean
of 4.48 with a verbal description of “very true of me.” In contrast, the item statement "I
write brief summaries of the main ideas from the readings and the concepts from the
lectures" had low weighted mean of 3.31 with the verbal description "somewhat true for
me." The overall calculated mean is 3.80, and its spoken description is "true of me."

The results imply that students can seek out various learning-related sources and
integrate them with prior knowledge. Students' ability to leap to a more engaging method
of elaboration rather than relying on standard spoon-feeding is notably favorable.
However, they must continue to develop their abilities in synthesizing the best-utilizable
materials' key concepts.
As the study pertains to the application of elaboration as a learning strategy,
Priawasana et al. (2020)'s study matches as they indicate the learning strategy that aids in
achieving learning objectives. Learning in the 21st century, which requires creative,
analytical, and communicative skills, necessitates appropriate strategy. investigate the
influence of elaboration on students' learning outcomes and critical-thinking skills. Their
results illustrate students' learning successes (learning and critical thinking) due to
extended learning strategies. Elaboration strategies are better for critical thinking and
student learning than web teaching-learning. These results show that this strategy can
improve students' critical thinking.
In the conducted interview, the students were asked about how do they elaborated
there existing knowledge about their lessons. Many of these students stated that they put
into practice and make use of their existing knowledge and relate it to their life. Others
stated that they test out the new knowledge, vocabulary, or skill sets they have acquired
while studying the lesson.
Organization
Students who employ an organizing strategy for learning are better equipped to make
sense of what they are being taught. As they gain knowledge and expertise, students should

be able to break down the essentials of a topic into a manageable number of bullet points,
saving them from having to sit through lengthy lectures. A more concise and focused
understanding of the material might be achieved using charts, diagrams, or tables.
The learning strategy of the Junior High School students in terms of organization are
Students in terms of Organization
Item Statement
Responses = 594
Mean VD
5 4 3 2 1
1. I outline the lessons to help me
organize my thoughts.
114 128 120 148 84 3.07 STM
2. I go through the readings and my
class notes and try to find the most
important ideas.
345 164 34 33 18 4.32 VTM
3. I make simple charts, diagrams, or
tables to help me organize the lecture.
169 172 98 87 68 3.48 TM
4. I go over my class notes and make an
outline of important concepts.
278 196 36 28 56 4.03 TM
5. I make a reviewer to easily
understand the concepts.
369 137 37 26 25 4.35 VTM
Legend:
3.41 – 4.20 True of Me (TM)
Table 7 shows in the item statement of the students, “I make a reviewer to easily
understand the concepts” got the highest weighted mean of 4.35 with a verbal description
of “very true of me.” Meanwhile, item statement “I outline the lesson to help me organize
my thoughts” got the lowest weighted mean of 3.07 with a verbal description “somewhat
true of me.” The overall computed mean is 3.85 with a verbal description of “true of me.”

This implies that students know how to organize their lectures so that they can
readily identify and recall the topics or ideas they need to remember while reviewing or
consulting their lectures. Accordingly, students should carefully organize it to materialize
what they have highlighted in their learning materials successfully. However, for such an
overall structure, students must organize knowledge by means of making simple charts,
diagrams, or tables.
The result of the study links to the study of Agarwal & Sambamurthy (2020). As
new information technologies emerge as strategic differentiators, they express an
increasing interest in organizing and coordinating IT operations. Three organizational
models embrace the organizing principles, and each model is suited for a distinct
organizational vision of the IT function. Organizing must be focused on and responsive to
vital fundamental ideas.
In the conducted interview, the students were asked about how they organize their
lessons in Araling Panlipunan. Many of these students stated that they have to use
highlighting materials such pens and sticky pads outline important text. Others stated that
they make flashcards about the key information to memorize. Moreover, others also stated
that they had used acronyms to remember their lessons.
Critical Thinking
Students must think critically to make rational ideas and decisions. The inability to
think critically can lead to muddled thinking and false beliefs. Cognitively, it helps students
separate the wheat from the chaff. Critical thinking is about having reasoned thoughts. It

helps us negotiate bias (ours' and others') to prevent manipulation or feeling trapped. These
skills are crucial in the digital age.
The learning strategy of the Junior High School students in terms of critical thinking
Students in terms of Critical Thinking
Item Statement
Responses = 594
Mean VD
5 4 3 2 1
1. I often find myself questioning things
I hear or read to decide if I find them
convincing.
283 205 36 41 29 4.13 TM
2. I try to decide if there is good
supporting evidence when a theory,
interpretation, or conclusion is presented
in class or in books.
112 156 128 132 66 3.20 STM
3. I treat the lecture provided in the
module as a starting point and try to
develop my own ideas about it.
389 123 36 32 14 4.42 VTM
4. I try to play around with ideas of my
own related to what I am learning.
307 198 36 29 24 4.24 VTM
5. I think about possible alternatives
whenever I read or hear an assertion or
conclusion in the lecture.
259 201 69 36 29 4.05 TM
Legend:
3.41 – 4.20 True of Me (TM)
Table 8 presents the item statement of the students, “I treat the lecture provided in
the module as a starting point and try to develop my own ideas about it” which got the
highest weighted mean of 4.42 with a verbal description of “very true of me.” Even so, the
item statement “I try to decide if there is good supporting evidence when a theory,

interpretation, or conclusion is presented in class or in books” got the lowest weighted
mean of 3.20 with a verbal description “somewhat true of me.” The overall computed mean
is 4.01 with a verbal description of “true of me.”
The results imply that students are motivated to use the available information to
build their views via critical thinking. To get a comprehensive understanding of ideas,
however, the further inquiry needs to be conducted to broaden the scope of concepts.
Students' use of critical thinking appears to contribute to their overall sense of
comprehension.
Alsaleh (2020) corresponds with the present finding where Critical Thinking (CT)
has been identified as one of the essential thinking skills and markers of student learning
efficacy. Critical thinking (CT) must be taught sequentially throughout all grade levels and
included into the curriculum's content and teaching strategies. This study thoroughly
analyzes the prior research on CT skill teaching. A conceptual framework that explores the
four primary disagreements among the researchers working in teaching CT was developed
because of the thorough review. Examining actual practices reveals that subject content is
typically prioritized over CT development in instructional strategies. The findings point to
a need for fresh, creative approaches to teaching CT skills, mainly when using emerging
technology.
In the conducted interview, the students were asked about how they conceptualize
their lessons. Many of these students stated that they conduct a review of ideas by
conducting web and book searches to support their existing knowledge or ideas, whether it
is acceptable or not. Others stated that they always try to think outside the box and explore

ideas and theories about the lesson. In addition, some claimed that they explore and
hypothesize about unfamiliar areas to supplement their understanding.
Metacognition
To be effective learners, students must not only use their memory and internalized
language abilities but also build their way of learning. Students who "learn to learn" acquire
control of their learning process and progressively develop the capacity to master mental
strategies. A student's inner language allows them to acquire metacognitive high-level
cognitive abilities.
The learning strategy of the Junior High School students in terms of metacognition
Table 9 exhibits in the item statement of the students, “I try to determine which
concepts I do not understand well” got the highest weighted mean of 4.36 with a verbal
description of “very true of me.” Though, item statement “I change the way I read the
module/book if it is difficult to understand” got the lowest weighted mean of 3.55 with a
verbal description “true of me.” The overall computed mean is 4.05 with a verbal
description of “true of me.”

Students in terms of Metacognition
Item Statement
Responses = 594
Mean VD
5 4 3 2 1
1. I make up questions to help focus my
reading.
292 198 48 32 24 4.18 TM
2. I change the way I read the
module/book if it is difficult to
understand.
187 163 103 69 72 3.55 TM
3. I try to determine which concepts I do
not understand well.
368 136 42 33 15 4.36 VTM
4. I set goals for myself to direct my
activities in each study period.
316 147 95 21 15 4.23 VTM
5. I try to think through a topic and
decide what I am supposed to learn from
it rather than just reading it over.
169 302 58 45 20 3.93 TM
Legend:
3.41 – 4.20 True of Me (TM)
The findings imply that students have observable metacognitive abilities, as they
can critically evaluate concepts and ideas, they believe they did not fully comprehend when
learning. Consequently, they allow themselves to observe their general thought process for
more meaningful studying. On the other hand, students should be conscious that they must
assess if the method is compatible with their thought processes.
Mitsea, E., & Drigas, A. (2019) show a similar finding on using metacognition as
a learning strategy. They showed that metacognitive strategies increase students' academic
achievement, self-confidence, and self-awareness. In addition, a significant correlation was
discovered between metacognitive methods and higher-order cognitive abilities like
reasoning, critical thinking, and problem-solving. Despite some divergent classification

techniques, most studies view metacognitive processes as constructors of self-monitoring,
adaptations, and self-regulation (or executive functions). Noteworthy, metacognitive
procedures connect cognitive and metacognitive capacities into a comprehensive
simultaneous whole.
In the conducted interview, the students were asked about how do they make sense
of their understanding of the lesson. Many of these students stated that they analyze and
summarize the lesson to focus on more important details. Others stated that they practice
bringing information to mind without the help of materials.
The Junior High School Students’ Academic Performance in Araling Panlipunan
In this part of the study, the learning performance of the junior high school students
which was measured in terms of their average grades in the fourth grading period are shown
in Table 10.
Table 10. Distribution of Respondents According to Learning Performance
Grade
f
(N=594)
Percent Verbal Description
90 and above 253 42.59 Outstanding (O)
85 – 89 117 19.70 Very Satisfactory (VS)
80 – 84 164 27.61 Satisfactory (S)
75 – 79 60 10.10 Fairly Satisfactory (FS)
74 and below 0 0.00 Did Not Meet Expectations (DNE)
Range 75 – 98
Mean 87.09
Verbal Description Very Satisfactory (VS)
Standard Deviation 5.89
It can be identified from the table that majority of the students or 42.59 percent of
them received grades that range from highest bracket of 90 and above which is verbally

described as “outstanding.” Meanwhile, a considerable portion or 27.61 percent of the
students obtained grades that lie within the bracket of 80 to 84 which is verbally interpreted
as “satisfactory.” On the other hand, 19.70 percent received grades that lie within the
bracket of 85 to 89 which is verbally described as “very satisfactory.” The remaining 10.10
percent got grades from 75 to 79 which is verbally described as “fairly satisfactory.”
A closer look at the table reveals that the grades of the students ranged from 75 to
98 with a mean of 87.09 (very satisfactory) and standard deviation of 5.89. These results
indicate that 106 students received grades from 82 to 89.
These findings imply that despite the challenges and barriers the students
confronted in this new normal, they are nevertheless able to achieve very satisfactory
performance on the Araling Panlipunan. This indicates that students have already
conformed to the new educational environment in the country.
The Relationship between Homework Behavior of the Junior High School Students
and their Academic Performance in Araling Panlipunan
Table 11 exhibits the results of the correlation analysis which was done to
determine if significant relationship existed between the homework behavior of Junior
High School Students and their academic performance in Araling Panlipunan.
It can be seen from the table that highly significant relationship was found between
homework behavior of the junior high school students and academic performance in
Araling Panlipunan. This highly significant relationship was brought about by the fact that
the computed probability value (p=0.000) for these variables is less than the 0.01 level of
significance.

Table 11. Results of Correlation Analysis on the Relationship between Homework
Behavior of the Junior High School Students and their AcademicPerformance
in Araling Panlipunan
Homework Behavior of the Junior
High School Students
Academic Performance in Araling Panlipunan
planning 0.864**
(0.000)
execution 0.866**
(0.000)
evaluation 0.521**
(0.000)
Legend: ** = highly significant (p≤0.01) Numbers in the upper entry are correlation values (r-values)
Numbers enclosed in parentheses are probability values (p-values)
Further perusal of the tabulated results reveals that direct relationship (as implied
by the positive sign of the correlation values that ranged from 0.521 to 0.866) existed
between the aforementioned variables. This indicates that as the level of homework
behavior of the junior high school students increases, the level of their academic
performance in Araling Panlipunan also increases.
The results imply that students with a healthy homework routine will have better
learning outcomes. Hence, students should have good study habits, including homework,
for greater academic performance.
In conjunction to the present findings, Nuñez et al. (2015) investigated the link
between perceived parental homework engagement (parental homework control and
support), student homework behaviors (time spent on homework, time management, and
quantity of homework done), and student academic performance. Student homework
habits, parental homework engagement, and academic accomplishment are interrelated.
Students' homework behaviors are related to academic accomplishment at each school
level, although the direction and size of the associations differ. Student homework actions

moderate the correlation between perceived parental homework engagement (management
and support) and junior high and high school academic success.
In the conducted interview, the students were asked about “how does having good
homework habits affect your academic performance?” Many of these students claimed that
when they do their homework, they receive high grades because they complete the
homework the teacher assigns. Others have stated that when they consistently complete
their homework, they build a study routine that makes them committed to school activities.
Additionally, some stated that their homework habits enabled them to effectively manage
their time, complete their activities, and earn high grades.
The Relationship between Learning Strategy of the Junior High School Students and
their Academic Performance in Araling Panlipunan
Table 12 exhibits the results of the correlation analysis which was done to
determine if significant relationship existed between the learning strategy of the junior high
school students and their academic performance in Araling Panlipunan.
Table 12. Results of Correlation Analysis on the Relationship between Learning
It can be observed from the table that significant relationship was found between learning
strategy of the junior high school students and academic performance in Araling
Panlipunan. This highly significant relationship was manifested by the computed
probability value (p=0.000) for these variables which is less than the 0.01 significance
level.

Strategy of the Junior High School Students and their Academic
Performance in Araling Panlipunan
Learning Strategy of the Junior High
School Students
Academic Performance in Araling Panlipunan
rehearsal 0.655**
(0.000)
elaboration 0.489**
(0.006)
organization 0.671**
(0.000)
critical thinking 0.841**
(0.000)
metacognition 0.714**
(0.000)
Legend: ** = highly significant (p≤0.01) Numbers in the upper entry are correlation values (r-values)
Numbers enclosed in parentheses are probability values (p-values)
Further analysis of the summary results reveals the existence of a direct relationship
(as shown by the positive sign of the correlation values, 0.489 and 0.841) between the
variables. This indicates that as the level of learning strategy of junior high school students
increases, the level of their academic performance in Araling Panlipunan also increases.
These results imply that when students are aware of various learning strategies, they
will be more involved in educational learning tasks, leading to higher academic
performance even at the new normal.
Similar to the present study's findings, Wilson & Narayan (2014) research examines
the connections between self-efficacy, self-regulated learning strategies, and academic
performance. Self-reports were used to evaluate task self-efficacy throughout each subtask.
Learning strategies were assessed by counting each occurrence of strategy usage in peer-
to-peer interactions captured by a software application. For each subtask, those with more
task self-efficacy demonstrated superior task performance. Those who used more learning
strategies on each subtask also performed better. On subsequent subtasks, the strong
performance related to high self-efficacy.

In the conducted interview, the students were asked, “how does using different
learning strategies affect your academic performance?” Many of these students stated that
when they are studying their lesson, it is helpful to use techniques like reviewing, especially
when they have a quiz or activity. Others stated learning strategies like organizing ideas
could let them understand the lesson more. Moreover, others also stated that having to use
learning strategies gives them a desirable result, especially in their essay exams.
Program of Activities Crated from the Results of the Study
Results of the study revealed that students’ assessments on their homework
behavior and learning strategies in studying Araling Panlipunan are considerably low.
Hence, the researcher offers the Program of Activities which is presented in Table 13.

Table 13. Proposed Program of Activities to Improve Pupils Techniques
in Studying their Lessons
Objectives Action Timeline Persons
Involved
Expected
Outcome
To develop the
students’ behavior
towards doing
homework.
To improve the
learning strategies
of the students in
Araling
Panlipunan.
Provide lecture
or seminar/
workshop
focusing on
homework
management.
Provide lecture
series for
Learning
Strategies
Suggest different
references which
will help them
with their
homework.
Implement
differentiated
activities based
on student’s
varied interests
4th
Quarter
of S.Y.
2022-2023
Researcher,
Head
Teacher
Teachers
Researcher,
Head
Teacher
Teachers
At the end of the
lecture, students
are expected to
have positive
behavior towards
homework.
Students are
expected to enjoy
and appreciate the
importance of
homework.
Students will be
more engaged in
answering the
homework to
improve their
learning strategies

CHAPTER IV
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the major findings, the conclusions arrived
at based on the findings, and the recommendations given in accordance with the
conclusions.
Findings
Bustos, Bulacan during the School Year 2021-2022
Using the procedures described in the preceding chapter, the answers to the
problems raised in this study were ascertained and summarized as follows: Findings
revealed that the public junior high school students assessed their homework behavior in
terms of planning, execution, and evaluation as “true of me.”
On the same note, the public junior high school students assessed their learning
strategies in terms of rehearsal, elaboration, organization, critical thinking, and
metacognition as “true of me.”
The academic performance of junior high school students in Araling Panlipunan
was described as “very satisfactory.”
Highly significant relationship was found between homework behavior of the
junior high school students and academic performance in Araling Panlipunan.

Likewise, highly significant relationship was found between learning strategy of
the junior high school students and their academic performance in Araling Panlipunan.
Conclusions
Based on the findings of the study, these conclusions were drawn: There is a
significant relationship between the homework behavior of the junior high school students
and their academic performance in Araling Panlipunan. There is a significant relationship
between the learning strategy of the junior high school students and their academic
performance in Araling Panlipunan. When the students can manage their homework
effectively and use effective learning strategies in studying Araling Panlipunan, they would
be able to attain higher grades in the subject.
Recommendations
In light of the findings and conclusions of the study, the following
recommendations are hereby presented:
1. Since evaluation and elaboration are the items that obtain the lowest computed
weighted mean, teachers may provide these students with a lecture series and
suggest different references which will help them on how to manage homework
and how to study Araling Panlipunan effectively.
2. Subsequently, students believe that Araling Panlipunan is boring, teachers may
use differentiated activities based on students’ individual interests and game

applications to get students more motivated about doing their homework and
improving learning strategies.
3. The school may adapt the program of activities offered by the researcher.
4. For future researchers, further research along this line could be conducted. The
same study may be conducted to senior high school to further validate and
understand the significance of homework behavior and learning strategies in
learning Araling Panlipunan.
.

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