Effectiveness in the Implementation of No Assignment on Weekends (DEPED Memo 392)

A Concept Paper
Presented to
The Faculty of the Coollege of Education
Guimaras State University- Salvador Campus
McLain, Buenavista, Guimaras

In Partial Fullfilment
Of the Requirements for Master of Education
(Educational Management)

Ellen Grace M. Sabares

July 2024
 Chapter 1

Introduction of the Study

Chapter 1 is divided into five parts: (1) Background of the study; (2) Purpose of

the Study; (3) Significance of the Study; (4) Definition of Terms; and (5) Scope and

Delimitation of the Study.

Part One, Background and Theoretical Framework of the Study, presents the

rationale and the reasons why the study was conducted.

Part Two, Purpose of the Study, describes the general goal of the study and its

purpose

Part Three, Significance of the Study, states the benefits that could be derived

from the findings.

Part Four, Definition of Terms, clarifies technical terms used in the study by

providing the conceptual and operational definitions.

Part Five, Scope and Delimitation of the Study, indicates the limitation of the

study in terms of data gathering instruments and statistical tools employed.

 2

Background of the Study

The Department of Education (DepEd) released Memorandum Order No. 392,

series of 2010 to encourage stronger family relationships and the bond between children

and their parents. This regulation lays out criteria for assigning homework to all students

attending public elementary schools.

Education Secretary Armin Luistro's September 16, 2010 signature on DepEd

Memorandum No. 392 instructs teachers to restrict homework or assignments "to a reasonable

quantity to give their pupils ample time to rest and relax at home for the rest of the day."

Homework or assignments have been part of the pupil’s lives in their schooling.

Common homework or assignment may include a period of reading to be done and

writing to be completed, problems to be solved and projects to be worked on among

others. The purpose of which is for the pupils to increase their knowledge and improve

their abilities and skills.

However, it has been observed that parents complain about too many pupils’

homework or assignment which robs them and their children quality time to be together

in more enjoyable activities.

Therefore, it is recommended that professors assign no more than a manageable amount

of homework so that students have enough time to unwind and rest at home throughout the

remainder of the day. In order to allow students to enjoy their youth and spend quality time with

their parents without feeling pressured to complete a ton of schoolwork, no homework or

assignments will be assigned on weekends.

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There is a need to conduct this study to determine the advantages and

disadvantages of DepEd Memo No. 392 (No Assignment on Weekends to Students),

based on the succeeding critical points: to know the effect of DepEd Memo No. 392 on

grades, attitudes towards study and attitude towards teachers; to know if the teachers

find the DepEd Memo No. 392 helpful or not helpful to the students; to determine if the

teachers do agree or disagree on practicing the DepEd Memo No. 392 and whether the

teachers are practicing the DepEd Memo No. 392.

Purpose of the Study

This study aimed to describe the perception of parents on DepEd Memo No. 392

(No Assignment on Weekends to Students).

Specifically, this study sought answers to the following questions:

1. What are the advantages and disadvantages of DepEd Memo No. 392 (No

Assignment on Weekends to Students) as perceived by the public elementary

school teachers of Iloilo City?

(a) Perceived advantages to students and teachers

(b) Perceived disadvantages to students and teachers

2. What are the perceptions of public elementary school teachers on the effect

of DepEd Memo No. 392 (No Assignment on Weekends to Students) on students:

(a) Grades

(b) Attitudes Towards Study

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(c) Attitudes Towards Teachers

3. Do public elementary school teachers of Iloilo City find the DepEd Memo No.

392 (No Assignment on Weekends to Students) helpful or not helpful to students?

4. Do public elementary school teachers of Iloilo City agree or disagree to

DepEd Memo No. 392 (No Assignment on Weekends to Students)?

5. Do public elementary school teachers of Iloilo City practice the DepEd

Memo No. 392 (No Assignment on Weekends to Students)?

Significance of the Study

The results of this study may be beneficial to the following:

Students. They may be aware that there is a Department Education

Memorandum Number 392: “No Assignment on Weekends”.

School Administrator and School Heads. The study can support their

pronouncements to teachers that there is a Department Education Memorandum

Number 392: “No Assignment on Weekends” that allows the child or pupils to enjoy

their childhood and spend quality time with their parents without being burdened by

the thought of doing lots of homework.

Teachers. The will let their pupils to have great weekends.

Parents. Because the children will have time much as they do not have

homework on weekends and after school on weekdays, they can be with family.

Parents will see the value of quality family bonding especially today when there seems
 5

to be little time and opportunity for them to talk to their children. This quality time is a

means to discuss sensitive issues that only parents can handle and with the purpose of

strengthening family ties.

Future Researchers. The results of the study would also be beneficial. This study

would serve or a springboard to those researchers who would want to further conduct

an investigation involving the policy of not giving homework to children during

weekends or concerns on learner’s workload.

Definition of Terms

For the purpose of clarity and understanding, the following terms are defined

conceptually and operationally:

Assignment -- This is the part of lesson which tell pupils what they are to do

and what they are to accomplish in the lesson (Lardizbal, 1991).

In this study assignment refers to an implementing rule of the Department of

Education.

Memorandum -- is a formal written communication within an office (Webster’s

Universal Dictionary, 2007).

The same definition is applied in the study.

Perception -- is the individual’s awareness of incoming stimuli, his ability to rely

on past experiences and to draw inferences about the nature of incoming stimuli,
 6

develop response pattern to particular stimuli, and establish relationship between stimuli

(March, 1996 in Pilotos, 2010).

In this study perception refers to the way on how teachers perceived the Dep.

Ed. Memorandum 392.

Students -- refers to a person engaged or devoted in a course study (Bobcock,

1993 in Gonzales 2007)

In this study, students refers to the person who will not be given assignment.

Teachers -- refers to a person who instructs, plans, and delivers instruction;

masters classroom management including discipline; and measures and evaluates the

students’ achievement (Wiles, 2000 in Bulahan, 2005)

In this study, the teachers the respondents from different public elementary

schools in Iloilo City.

Weekend -- The period from the time one’s work ceases on Friday or Saturday

until it begins again on a Monday (English Dictionary and Thesaurus, 2000).

In this study, weekend referred to the day wherein no assignment was given.

Scope and Delimitation

This study is survey-based aimed at finding out how public elementary parents felt

about DepEd Memo No. 392 (No Assignment on Weekends to Students). One hundred parents

from various primary schools in Iloilo City and Guimaras made up the responses.
 8

Chapter 2
7
Review of Related Literature and Studies

This chapter presents literature and studies that has some relationships with the

present study. This includes the following: (1) Guidelines; (2) Concepts of Assignment;

(3) Importance of Assignment; (4) Functions of Assignment; (5) Bases of Assignment;

(6) Kinds of Assignment; and (7) Considerations in Giving Assignments.

Part One, Guidelines, presents the guidelines of DepEd Memo No. 392 – (No

Assignment on Weekends);

Part Two, Concepts of Assignment, explains the different concepts of

assignment;

Part Three, Importance of Assignment, elaborates the importance of giving

assignment to students;

Part Four, Functions of Assignment, clarifies the use and importance of

assignment in the teaching-learning process;

Part Five, Bases of Assignment, discusses the different bases of assignment

considered by elementary teachers;

Part Six, Kinds of Assignment, expound on the different kinds of assignment

employed by elementary teachers; and

 Part Seven, Considerations in Giving Assignment, includes the principles and

guidelines in giving assignments.

The DepEd Memo No. 392

Homework or assignments have been part of the pupils’ lives in their schooling.

Common homework or assignment may include a period of reading to be done and

writing to be completed, problems to be solved and projects to be worked on among

others. The purpose of which is for the pupils to increase their knowledge and improve

their abilities and skills (Department of Education, 2010). However, it has been

observed that parents complain about too many pupils’ homework or assignments which

rob themselves and their children quality time to be together in more enjoyable

activities (Department of Education, 2010). Hence it is advised that the teachers limit

the giving of homework to reasonable quantity to give their ample time to rest and

relax at home for the rest of the day (Department of Education, 2010). Therefore no

homework or assignment shall be given during weekends for pupils to enjoy their

childhood and spend quality time with their parents without being burdened by the

thought of doing lots of homework (Department of Education, 2010).

Concepts of Assignment

According to Gregorio (1980), assignment in school means work to be done by

the pupils under certain conditions and in certain ways. This may be a problem to be

solved, reading to be done, questions to be answered, projects to be carried, themes to

be written and a practice to be performed.

According to Lardizabal (1991), assignment is the part of the lesson which tells

pupils what they are to do and what they are to accomplish in the lesson. This may be a

lesson to be studied, a theme to be written, a project to be accomplished, an exercise

to be explained, a selection to be memorized, a question to be answered, an interview

to be accomplished, or a review of the past lesson or lessons.

Roark says (1980) “to assign a lesson” is to designate a more or less definite

portion of the subject matter to be acquired, assimilated, and put into some form of

expression. Such definition recognizes four factors to implicit in the concept of

assignment namely: (1) task to be done; (2) appropriate procedure for accomplishment;

(3) pupil acceptance of the task and procedure; (4) learning in the product of

pupils self-activity.

Boosing, (1980) states that assignment is applied to the part of the instructional

activity devoted to the clear recognition and acceptance on the pupil of the next unit of

learning to take place and the processes by which this learning may be achieved most

effectively.
Importance of Assignment

The importance of assignment writing is widely attributed to different benefits in

the academic world. In some courses, the students are assigned longer academic

assignments that need to be prepared in one or two weeks while in the subjects like

humanities and other social science subjects, the students are assigned assignment

writing tasks in the exam which needs to be completed within a few hours. Even these

days, most of the universities use assignment writing as a tool to select the best

candidates (Jessica Willson, 2017).

Improves knowledge over the subject.

All the students are given a topic on which they need to prepare a well-crafted

document. Every assignment is a challenging task where the students explore the

subject in-depth. To prepare a strong assignment, they need to consult various

resources to collect information and make their own arguments in the assignment

strong. The importance of assignment writing lies within this notion that the students

gets the opportunity to hone their expertise over the topic and exhibit their command

over the topic. It is difficult but finally it is definitely rewarding (Jessica Willson, 2017).
 Develops an analytical and articulate mind.

The assignment is such a task which the students have to manage right from its

beginning till the end, all by themselves. From thinking of fresh ideas to presenting a

unique content, this is the first task where their tenacity and determination gets tested.

Many students feel muddled on how they can be articulate and expressive at the same

time. This is where writing an assignment can build up their confidence and

mindfulness. Critical and analytical skills do not develop in a single day. With the

practice of writing assignments, the students develop a conscious and rational mind

enabling them to assess any topic impartially and hence learning the importance of

writing a good assignment (Jessica Willson, 2017).

Enhances creativity, vocabulary and writing skills

In the college and university level, the students understand the importance of

writing assignment. In the incredibly competitive environment, a strong assignment

often set two students apart. So, they always try to bring innovativeness and exhibit

creativity in the subject. Fresh perspectives, creative approaches and precise writing

always receive recognition. Other than enhancing creativity, practicing assignment

writing also helps to improve vocabulary strength. As they need to condense their

thoughts in a limited number of words, the choice of words often helps them to express

the thoughts better. Experts also acknowledge the importance of assignment writing for

students to increase vocabulary and writing skills (Jessica Willson, 2017).

 Develops presentation skills and academic knowledge

Each of the assignment writing tasks comes with a variety of requirements. With

those requirements, they need to follow a precise structure and present all their

arguments coherently. Accordingly, it helps them to develop their presentation skills and

organize their arguments chronologically. The importance of assignment writing for

students lies here. This precise knowledge about the proper presentation of any

document will help them in their future professional life. It also helps to understand the

requirements and expectations of the professors from their personal evaluations about

the assignments (Jessica Willson, 2017).

Improve time management skills

All the coursework, including assignment writing tasks, come with sharp

deadlines. Sometimes it can be a week and sometimes it can be short as few hours.

The college students are required to strictly adhere to these timeframes within which

they need to submit the paper. The ability to complete the task within the stipulated

time enhances their confidence and also increases their employability. Every employer

values time management skills in the candidates. So, the importance of assignment

writing for students is profound and varied (Jessica Willson, 2017).

Functions of Assignment

According to Risk, (1980) “one of the purposes of the assignment is to teach the

pupils how to study.” The following are the other functions of an assignment.

The first function of assignment is to point out clearly and concisely to the pupils

what is to be done or what they are supposed to do. On such goal may be to arouse the

pupil’s interest in engaging in some learning activity or project. This should enable the

pupils to see the purpose for this study and some definite objectives to be achieved. The

objectives of the lesson are essential in giving directions and definiteness to the pupils

taught and activities.

The second function of assignment is to show how the work is to be done. The

teacher must explain clearly the procedure to be followed by the pupils in doing the

work assigned in order that the study period will become effective. The teacher must

give a specific detailed directions or instructions to enable the pupils to meet

intelligently the lesson in the next unit.

The third function of assignment is to make the pupils see why they should do

the work. The purpose of the lesson assigned must be made known to the pupils and to

recognize by them so that their interest may be stimulated. The teacher must explain to

the pupils why they need to study and also the purpose of studying it.

The fourth function of the assignment is to connect the new lesson with one just

completed so that the pupil may gain a whole view of the subject. This function of

assignment refers to the integration of the past and new lesson or the principles of the

apperceptive learning.
 The fifth function of assignment is to create the proper attitude towards the

performance of the work assigned. The pupils should understand the importance of the

assigned and they should recognize the genuine merits of the advance work.

The sixth function of assignment is to anticipate special difficulties in advance

and to suggest ways to overcome them. Every new lesson assigned assumed new

elements to be mastered. The assignment is wholly inadequate that does not equip the

pupils both which knowledge of these difficulties and with some suggestion by which

they may be overcome.

The seventh function of assignment is to provide adequate provision for

individual differences. Every pupil exist vast differences in intelligence, aptitudes and

temperaments. Pupils work conformity with their interest.

Bases of Assignment

According to Gregorio, (1980) the following are suggested as bases of

assignment.

The first basis of assignment are the pupils. The nature and method of

assignment must be adapted to the pupils interest, needs and ability. The teachers

have to consider the pupils ability to perform the task assigned.

The second basis of assignment is the subject matter. The kind and method of

assignment must be based upon the nature of the subject matter to be studied or of

the activity to be performed. Difficult subject matter and method call for a shorter

assignment.
 The third basis of assignment is the method of teaching. The assignment should

adapt to the method of teaching employed by the teachers.

The fourth basis of assignment is the aim of the subject matter. The assignment

should be based upon the aims desired and result expected. Subject matter and learning

activities must be chosen according to the aims of the subject matter.

The fifth base of assignment is the instructional material available. The

availability of materials must also be taken into consideration in giving the assignment

to the pupils.

Kinds of Assignment

The following are the most common types of assignment used in teaching

according to Gregorio (1980).

The first type of assignment is the page-by-page assignment. This type of

assignment is sometimes called a textbook assignment. Teacher assigns a set of pages

for the pupils to answer. It designates the number of pages to be answered.

The second type of assignment is the chapter assignment. Teacher assigns a set

of chapters to be read by the pupils. Preparation for this type of assignment is left

entirely to the pupils.

The third type of assignment is the problem assignment. This type of assignment

gets away from the basic textbook idea. Teacher assigns a set of problems for the

pupils to solve.
 The fourth type of assignment is the project assignment. The teacher assigns a

project for the pupils to do and accomplish within an allotted time. In this type of

assignment, a project is considered a unit.

The fifth type of assignment is the unit assignment. This type of assignment is

associated with the Mastery Plan and Cycle of Instruction. Teacher assigns a unit

assignment for the pupils to read or study. It is best adopted for subjects which are

divided into two units. The so called flexible assignment is used with unit assignment

plan.

Considerations in Giving Assignment

In giving assignment, the following principles must be taken into considerations

by teachers (Lardizabal, 1991).

(1) Make clear to pupils the aim of the assigned task. They should know why

they are doing the task. They will do their assignment enthusiastically if

they know that their assignment is worthwhile.

(2) Make clear all directions, procedures, steps, cautions involved in the

assignment. Teacher should observe these points so that the pupils will

be able to execute expected learning outcomes.

(3) Clarify all directions and difficulties so that learning will be smooth and

continuous. Difficult and vague words or steps should be explained by the

teacher to the pupils. Difficulties or obstacles to be encountered in the

preparation of assignment should be anticipated and discussed. The

teacher
 should not remain all difficulties from the task in order that a challenge to

effort may be retained. The source of data and references must be available

for the pupils to used.

(4) Evaluation of the project or task should be very clear. Pupils should know

how their assignment will be evaluated or graded by the teacher. The

bases of grading should be agreed upon by both teacher and pupils.

(5) Assignment should not be given as a punishment. Such type of assignment

will make the pupils feel that all assignments are really a form of

punishment. Assignment should be positive, rather than negative means of

learning.

(6) Provisions for enough time to complete the assignment should be given.

Teachers should not compete with one another in giving assignment to the

pupils.

(7) Assignment should within the ability of the pupils in amount and difficulty.

Teachers should give assignment within the ability of the pupils in doing such

kind of work.

(8) Assignment must be checked. Teacher should not give any learning task that

they cannot check or evaluate.

(9) Assignment should be varied and interesting. Projects that pupils like to

do will be done better than teacher-imposed ones.

According to Gregorio (1980), there are other principles to be observed in giving

assignment to the pupils.

 19

First, the assignment must be designed well to create a desire or willingness on

the part of the pupils to do the work. The teacher must present every new lesson with

a challenge to the pupil’s interest and efforts. Interest may be aroused through the use

of attractive pictures, objects, and other illustrative materials such as maps or graphs

among others.

Second, the teacher should enjoy visual aids or material devices to stimulate

interest and make the equipment clear in the minds of the pupils. The teacher can use

the blackboard, pictures, models, slides, maps, outlines, and graphs for the purpose.

Third, the chief function of assignment is to teach the pupils how to study. It is

an important function of the teacher to give the pupils the necessary information and to

habituate them in the essential skill relative to the preparation of their school task.

Fourth, the psychological principles of the apperceptive should be utilizes in

giving an assignment. The past experience of the pupils should be correlated in the new

lesson to be taken up.

Fifth, the teacher must make use of the blackboard in explaining the assignment.

Writing the assignment on the blackboard will not only challenge the attention but will

make the explanation easier on the part of the teacher and understanding better on the

part of the pupils.

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Chapter 3

Research Design and Methodology

This chapter is divided into two parts; (1) Research Design; (2) Methodology.

Part One. Research Design, describes the method of research utilized in this

study;

Part Two. Methodology, describes the respondents involved in this study, the

data gathering instrument used, the steps of research as well as the procedure for data

analysis.

Research Design

The study made use of cross-sectional survey as its research methodology. A

survey instrument was used, specifically, the Survey of Public Elementary Parents

Perception on DepEd Memo No. 392 (No Assignment on Weekends to Students).

In this study, the researchers used the survey methodology. According to

Fraenkel and Wallen (2000) obtaining answers to a set of carefully designed and

administered questions to a large group of people lies at the heart of a survey research.

The researcher used a descriptive survey method for the collection and analysis of the
 21

information in order to answer the questions which were posed. Furthermore, Good

(1973) states that descriptive method is the study of the current conditions concerning

the nature of group of persons, objects, classification and enumeration or instrument. It

is an approach of gathering facts with adequate evaluation and interpretation of

anything one may wish to study. Traver (1980) said that this method describes the

nature of situation as it exists at the time of the study, and to explore the cause of

particular phenomena. Descriptive survey method was to measure the existing

phenomena without inquiring why it exists.

Fraenkel and Wallen (2000) added that a significant advantage of a descriptive

survey is that it has the potential to provide a lot of information obtained from quite a

large sample of individuals. In using descriptive survey one must be critical about the

questions in that they should be clear and not misleading. This is because descriptive

survey results can vary significantly depending on the exact wording of questions. The

results produced by this design can however be unreliable because the questions which

are normally asked seek to delve into private matters of the respondents and

respondents may not be completely truthful about the response.

Fraenkel and Wallen (2000) further stated that questionnaires require subjects

who can articulate their thought well and sometimes put such thoughts in writing. It is

again very difficult to get all the questionnaires completed for meaningful analysis to be

made on them. Despite these difficulties and disadvantages exist, the descriptive survey

design was considered the most appropriate for analyzing the perception of public

elementary School Teachers on DepEd Memo No. 392.

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Methodology

The respondents of the study were 100 selected elementary public parents

at Division of Iloilo City and Guimaras for school year 2024-2025.

Simple random sampling was used in selecting the respondents. Table 1 shows

the profile of the respondents.

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Table 1

Profile of the Respondents Categorized According to School

District School Number Percentage

Iloilo City
Lapaz II Elementary School 10 10%

Jaro 1 Elementary School 14 14%

Graciano Lopez Jaena Elementary School 13 13%

Ingore Elementary School 7 7%

Ticud Elementary School 6 6%

Total 50 50%

Guimaras
M. Chavez Elementary School 15 15%

Suclaran Central School 8 8%

Cabungahan Elementary School 12 12%

10 10%
Dona Lucia C. LOcin Memorial School
5 5%
San Enrique Elementary School

Total 50 50%
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Table 2

Profile of Respondents According to Number of Years attending in School

No. of Years Number of Respondents Percentage

5 years and below 13 13%

Between 6 to 10 years 21 21%

10 years and above 66 66%

Total 100 100%

Table 3

Profile of Respondents Grouped by Grade Level

Year Level Taught Number of Respondents Percentage

Primary 49 49%

Intermediate 51 51%

Total 100 100%

Data Gathering Instrument

The instrument used in this study was a questionnaire checklist composed of two

parts: Part I, was on personal data of the respondents, and the Part II was the

questionnaire proper.
 25

Part I, Personal Data Sheet, asked the respondents to fill in their names

(optional), school where they are teaching, number of years in school and grade level.

Part II, Questionnaire Proper, Part IA, asked the respondents to encircle the

word “YES” if they perceive that DepEd Memo No. 392 was advantageous to the

students/teachers and proceed to the next question where they rank (4-1) the

following reasons: and “NO” if they perceive that DepEd Memo No. 392 was not

advantageous to the students or teachers and skip the next question. For Part IB,

asked the respondents to encircled the word “YES” if they percept that DepEd Memo

No. 392 was disadvantageous to the students or teachers and proceed to the next

question where they rank (4-1) the reasons provided and “NO” if they perceived that

DepEd Memo No. 392 was advantageous to the students or teachers and skip the next

question. Part II was divided into three parts: Part IIA (Perception on the Effects on

Grades) :Part IIB (Perception on the Effects on Students’ Attitudes towards Studies)

and Part IIC (Perception on the Effects on Students’ Attitudes towards Teachers) asked

the respondents to put a tick mark or a check on the column that corresponds to their

answer: “TRUE (3)” if they percept that the statement was correct: “SOMEWHAT

TRUE(2)” if they percept that the statement was somehow correct and “NOT TRUE(1)”

if they percept that the statement was incorrect. Negative statement used reverse

pattern of scoring. Part III asked the respondents to rate the statements about the

helpfulness or usefulness of DepEd Memo No. 392, “4” as the highest and “1” as the

lowest encircle the number on the column that corresponds to your rate. For Part IV,

asked the respondents to put a tick () or a check on the column that corresponds to
 26

their answer about the perception on whether they “AGREE (2)” or “NOT AGREE (1)” to

DepEd Memo No. 392. For Part V, asked the respondents to encircle “YES” if they

practice the DepEd Memo No. 392 and rank according to the reasons provided in

question #2; “NO” if they don’t practice the DepEd Memo No. 392 and proceed to

question #3.

The questionnaire has been designed using Likert scale and the primary data

collected using the questionnaire, has been subjected to statistical analysis using

appropriate tools. Researchers prearranged and outline the questionnaires based on

different views of pre-service teachers about the significant, and role of the assignment

to their learners. After this they divided the outline plan producing to five sets of

research questions namely: I. Perception on the advantages and disadvantages of

public elementary school teachers on DepEd Memo No. 392, II. Perception of public

elementary school teachers on the effect of DepEd Memo No. 392, III. Perception of

public elementary school teachers on the helpfulness or usefulness of DepEd Memo No.

392, IV. Perception on whether public elementary school teachers agree or not agree on

DepEd Memo No. 392 and, V. Perception of public elementary school teachers if DepEd

Memo No. 392 (No Assignment on Weekends) is widely practiced.

The researcher submitted the draft of the questionnaire to their adviser for any

suggestions and correction. After the approval of the adviser, the researchers design

to make the instrument more accurate and ask for the three professors for validation.
 27

Research Process

After validating the instrument, the researchers sent a letter to the selected

principal asking permission to administer the questionnaire checklist. Then researchers

asked the school principal the list of names of the parents under his/her school. Those

names were used for random sampling in selecting the respondents. We personally

distributed the questionnaire to the elementary teachers of the selected schools. The

parents were requested to fill out the personal data information sheets as to their

names, school where they are at. The parents came from different districts which are in

Iloilo and Guimaras. In terms of number of years , there are three categories which are

five years and below, between six to ten years, and of ten years and above. The

parents were asked to answer the questionnaire. The questionnaires were gathered as

soon as the parents finished answering. The gathered questionnaires were tabulated,

analyzed and interpreted.

 28

Statistical Test Used

This study used the following appropriate descriptive survey.

To determine the perception of parents on DepEd Memo No. 392 No

assignments on weekends to students.

Mode. To determine the maximum perception of parents on DepEd Memo No. 392 No

assignments on weekends to students.

Mean. To determine the perception of parents on DepEd Memo No. 392 No

assignments on weekends to students. The lower the mean, the higher the rank.

Rank. To determine the most common perception of parents on DepEd Memo No. 392.

Standard Deviation. To ascertain the dispersion of mean, the standard deviation was

utilized.