Meaning and Function of Homework in Elementary School, its Effect on Student Achievement, Teachers’ Feedback Methods, and Parental Involvement

Erdal Küçüker

Makale detayları

Meaning and Function of Homework in Elementary School, its Effect on Student Achievement, Teachers’ Feedback Methods, and Parental Involvement

Yazarlar:

Erdal Küçüker

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 1, pp.1-34

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001314750

pISSN:

2148-2314

Anahtar kelimeler:

Özet:

 This research was conducted to examine the opinions of elementary school students, teachers, and parents about the meaning and function of homework, its effect on student achievement, teachers feedback methods, and parental involvement in homework. A phenomenological approach was employed in the study. Participants of the study consisted of 10 students at an elementary school in the Akçakale district of Şanlıurfa province, 10 teachers working at the same school during the 2021-2022 academic year, and 10 parents. Teachers, students, and parents participated in the study voluntarily. Data were collected through interviews. The interviews were recorded with the permission of the participants. After the audio recordings were transcribed, they were analyzed through content analysis. The findings of the analysis were presented in tables, and some of the participants statements were quoted. Based on the findings, it was found that students had positive and negative feelings about homework, teachers, and parents built a positive relationship between homework and academic achievement, teachers feedback methods were generally inadequate, and parents were sensitive about parental involvement in homework. Regarding these results, some suggestions for practice and research were developed.

 This research was conducted to examine the opinions of elementary school students, teachers, and parents about the meaning and function of homework, its effect on student achievement, teachers feedback methods, and parental involvement in homework. A phenomenological approach was employed in the study. Participants of the study consisted of 10 students at an elementary school in the Akçakale district of Şanlıurfa province, 10 teachers working at the same school during the 2021-2022 academic year, and 10 parents. Teachers, students, and parents participated in the study voluntarily. Data were collected through interviews. The interviews were recorded with the permission of the participants. After the audio recordings were transcribed, they were analyzed through content analysis. The findings of the analysis were presented in tables, and some of the participants statements were quoted. Based on the findings, it was found that students had positive and negative feelings about homework, teachers, and parents built a positive relationship between homework and academic achievement, teachers feedback methods were generally inadequate, and parents were sensitive about parental involvement in homework. Regarding these results, some suggestions for practice and research were developed.

 This research was conducted to examine the opinions of elementary school students, teachers, and parents about the meaning and function of homework, its effect on student achievement, teachers feedback methods, and parental involvement in homework. A phenomenological approach was employed in the study. Participants of the study consisted of 10 students at an elementary school in the Akçakale district of Şanlıurfa province, 10 teachers working at the same school during the 2021-2022 academic year, and 10 parents. Teachers, students, and parents participated in the study voluntarily. Data were collected through interviews. The interviews were recorded with the permission of the participants. After the audio recordings were transcribed, they were analyzed through content analysis. The findings of the analysis were presented in tables, and some of the participants statements were quoted. Based on the findings, it was found that students had positive and negative feelings about homework, teachers, and parents built a positive relationship between homework and academic achievement, teachers feedback methods were generally inadequate, and parents were sensitive about parental involvement in homework. Regarding these results, some suggestions for practice and research were developed.

 Bu araştırmanın amacı, ödevin anlamı, işlevi, öğrenci başarısına etkisi, dönütü ve aile katılımına ilişkin ilkokul öğrenci, öğretmen ve veli görüşlerinin incelenmesidir. Araştırma, olgu bilim tekniği ile desenlenmiştir. Çalışma grubu, 2021-2022 öğretim yılında Şanlıurfa ilinin Akçakale ilçesinde bulunan bir ilkokulda öğrenim gören 10 öğrenci, aynı okulda görev yapan 10 öğretmen ve 10 veliden oluşmaktadır. Çalışmaya katılan öğretmen, öğrenci ve veliler gönüllülük esasına göre belirlenmiştir. Veriler, görüşme yöntemiyle toplanmıştır. Görüşme sırasında katılımcılardan izin alınarak ses kaydı alınmıştır. Ses kayıtları, deşifre edildikten sonra içerik analizi yöntemiyle çözümlenmiştir. Ulaşılan bulgular, tablolar ve katılımcıların ifadeleri ile birlikte sunulmuştur. Araştırma sonucunda öğrencilerin ödeve ilişkin olumlu ve olumsuz duyguları olduğu; öğretmenler ve velilerin ödev ile akademik başarı arasında olumlu bir ilişki kurdukları; öğretmenlerin dönüt verme usullerinin genel olarak yetersiz olduğu ve velilerin ödeve aile katılımı konusunda duyarlı oldukları görülmüştür. Bu sonuçlara bağlı olarak uygulamaya ve araştırmaya dönük öneriler geliştirilmiştir.

Makale detayları

Meaning and Function of Homework in Elementary School, its Effect on Student Achievement, Teachers’ Feedback Methods, and Parental Involvement

Yazarlar:

Erdal Küçüker

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 1, pp.1-34

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001314750

pISSN:

2148-2314

Elementary School

Homework

Student

Teacher

Parentİlkokul

Ev Ödevi

Öğrenci

Öğretmen

Veli

Sayı

Makale detayları

Yazarlar: Erdal Küçüker

Yayıncı: Tokat Gaziosmanpasa University

Ana Başlıklar: Eğitim Üzerine Çalışmalar (Diğer)

Dergi: Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 1, pp.1-34

Belge Tipi: Makale

Yayın Tarihi: 3/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001314750

pISSN: 2148-2314

Sayı

Yazarlar:

Erdal Küçüker

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 1, pp.1-34

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001314750

pISSN:

2148-2314