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İlkokul-Ortaokul Öğrencileri ve Velilerin Ev Ödevlerine Yönelik Görüşleri

Year 2017, Volume: 16 Issue: 1, 0 - 0, 29.12.2016

Sibel Duru Suna Çöğmen

https://doi.org/10.17051/io.2017.76577
Cited By: 8

Abstract

ÖZ. Bu araştırmanın amacı ilkokul ve ortaokul öğrencilerinin ve velilerinin ev ödevleri ile ilgili görüşlerini ve veli görüşlerine göre ev ödevleri ile ilgili karşılaşılan sorunları incelemektir. Bu çerçevede öğrencilere ve velilere ev ödevleri ile ilgili soruların yöneltildiği soru formları dağıtılmış ve veriler betimsel olarak analiz edilmiştir. Araştırmanın çalışma grubunu 2015-2016 eğitim öğretim yılı güz yarı yılı döneminde Denizli il merkezindeki ilk ve ortaokullarda öğrenim gören toplam 621 ilkokul ve ortaokul öğrencisi ve onların velileri (N=279) oluşturmaktadır. Sonuçlar hem ilkokul hem de ortaokul öğrencilerinin hoşlandıkları ev ödevi türünün etkinlik temelli (proje, tasarım..vb.) ödevler olduğunu, çok zaman alan, yazı yazma ve okuma gibi ödevlerden hoşlanmadığını göstermektedir. İlkokul öğrencileri en çok matematik dersi ödevini yapmaktan hoşlanırken, ortaokul öğrencileri fen ve teknoloji dersinin ödevlerinden hoşlandıklarını ifade etmişlerdir. Öğrenciler hoşlandıkları ve hoşlanmadıkları ödevleri duygusal nedenlere (sevme/sevmeme, sıkıcı/eğlenceli, öğretmen ile ilgili duygular, kendini yeterli/yetersiz hissetme) bağlamayı tercih etmiştir. Velilere göre ödevlerin verilme amacı tekrar ve pratiktir. Veliler ilkokul öğrencileri açısından en sık karşılaştıkları sorunu öğrencinin ödevi yapmak istememesi olarak ifade ederken, ortaokul öğrencileri açısından en sık karşılaşılan sorun verilen ödevin öğrenciler tarafından anlaşılamaması olmuştur. Bulgular ilgili alan yazın ışığında tartışılmıştır. 

References

  • Bedford, P. D. (2014). Teachers' Beliefs and Practices Regarding Homework: An Examination of the Cognitive Domain Embedded in Third Grade Mathematics Homework . Yayınlanmamış doktora tezi, University of Wisconsin Milwaukee
  • Bembenutty, H. (2011). Meaning and maladaptive homework practices: The role of self efficacy and self-regulation. Journal of Advanced Academics, 22, 448–473.
  • Bempechat, J. (2004). The motivational benefits of homework: A social-cognitive perspective. Theory into practice, 43(3), 189-196.
  • Bryan, T.; Burstein, K. (2004). Improving Homework Completion and Academic Performance: Lessons From Special Education. Theory Into Practice, 43(3), 213-219. doi: 10.1207/s15430421tip4303 7.
  • Cooper, H. ; Lindsay, J. J.; Nye, B. (2000). Homework in the Home: How Student, Family, and Parenting-Style Differences Relate to the Homework Process. Contemporary Educational Psychology, 25, 464–487
  • Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76, 1–62.
  • Cooper H., & Valentine J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36, 143–153.
  • Coutts, P. M. (2004). Meanings of homework and implications for practice. Theory Into Practice, 43(3), 182–188. doi:10.1353/tip.2004.0034
  • Demirtaş, A. (2011). İlköğretim okullarındaki (1-5. sınıf) ödev uygulamalarının değerlendirilmesi araştırması. Millî Eğitim Bakanlığı Eğitimi Araştırma ve Geliştirme Dairesi Başkanlığı, Ankara.
  • Epstein, J. L., & Van Voorhis, F. L. (2001). More than minutes: Teachers' roles in designing homework. Educational Psychologist, 36, 181-193.
  • Eren, Ö. Ve Henderson, D.J. (2011). Are we wasting our children’s time by giving them more homework? Economics of Education Review, 30, 950– 961.
  • Evans, M & Boucher, A. R. (2015). Optimizing the power of choice: supporting student autonomy to foster motivation and engagement in learning. Mind, Brain, and Education, 9(2), 87-91.
  • Froiland, J. M. (2011). Parental autonomy support and student learning goals: a preliminary examination of an ıntrinsic motivation ıntervention. Child Youth Care Forum, 40, 135–149.
  • Gu, L. ve Kristoffersson, M. (2015). Swedish lower secondary school teachers’ perceptions and experiences regarding homework. Universal Journal of Educational Research 3(4): 296-305. DOI: 10.13189/ujer.2015.030407.
  • Iflazoglu, A., Hong, E. (2012) Homework motivation and preferences of Turkish students, Research Papers in Education, 27:3, 343-363, DOI: 10.1080/02671522.2010.529581.
  • Katz, I., Buzukashvili, T., & Feingold, L. (2012). Homework stress: Construct validation of a measure. Journa of Experimental Education, 80, 405–421. doi:10.1080/00220973.2011.610389
  • Katz, I., Eilot, K. ve Nevo, N. (2014). ‘‘I’ll do it later’’: Type of motivation, self-efficacy and homework procrastination. Motivation and Emotion, 38 (1), 111-119.
  • Katz, I., Kaplan, A., & Buzukasshvily, T. (2011). The role of parents motivation in students autonomous motivation for doing homework. Learning and Individual Differences, 21, 376-386.
  • Kohn, A. (2006). Down with homework. Instructor, 116(2), 43-68. Corno, L. (2000, May). Looking at homework differently. Elementary School Journal, 100(5), 529-549.
  • Martinez, S. (2011). An examination of Latino students’ homework routines. Journal of Latinos and Education, 10, 354–368.
  • Özcan, Z. Ç., Erktin, E. (2015). Enhancing mathematics achievement of elementary school students through homework assignments enriched with metacognitive questions. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1415-1427.
  • Özenç, B. ve Arslanhan, S. (2010). Pısa 2009 sonuçlarına ilişkin bir değerlendirme. Türkiye Ekonomi Politikaları Araştırma Vakfı.
  • Özer, B ve Öcal, S. (2013). Sınıf öğretmenlerinin ev ödevlerine yönelik uygulamalarının ve görüşlerinin değerlendirilmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 2(1), 133-149.
  • Painter, L. (2003). Homework. Oxford: Oxford University Press.
  • Ramdass, D. & Zimmerman, B. J. (2011). Developing self- regulation skills: the ımportant role of homework. Journal of Advanced Academics, 22, 194–218.
  • Rosário, P., Núñez, J. C., Vallejo, G., Cunha, J., Nunes, T., Mourão, R., et al. (2015). Does homework design matter? The role of homework’s purpose in student mathematics achievement. Contemp. Educ. Psychol. 43, 10–24. doi: 10.1016/j.cedpsych.2015.08.001.
  • Rosário P, Núñez JC, Vallejo G, Cunha J, Nunes T, Suárez N, Fuentes S and Moreira T (2015). The effects of teachers’ homework follow-up practices on students’ EFL performance: a randomized-group design. Front. Psychol. 6:1528. doi: 10.3389/fpsyg.2015.01528
  • Rudman, N. P. C. (2014). A review of homework literature as a precursor to practitioner-led doctoral research in a primary school. Research in Education,91, 12-29.
  • Stoeger, H., & Ziegler, A. (2008). Evaluation of a classroom based training to improve self- regulation in time management tasks during homework activities with fourth graders. Metacognition and Learning, 3, 207–230.
  • Şen, H.Ş.; Gülcan, M.G. (2012). İlköğretim 4. ve 5. Sınıflarda Verilen Ev Ödevleri Konusunda Veli Görüşleri. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 29, 29-41.
  • Trautwein, U., & Koller, O. (2003). The relationship between homework and achievement—still much of a mystery. Educational Psychology Review, 15, 115–145.
  • Turanlı, A. S. (2007). Gerçek Bir ikilem: Ödev Vermek Ya da Vermemek? Sosyal Bilimler Araştırmaları Dergisi, 1, 136-154.
  • Turanlı, A.S. (2009). Students’ and Paretns’ Perceptions about Homeworkç Education and Science, 34(153), 61-73.
  • Xu, J., & Yuan, R. (2003). Doing homework: Listening to students’, parents’, and teachers’ voices in one urban middle school community. School Community Journal, 13(2), 25-44.
  • Xu, J. (2005). Purposes for doing homework reported by middle and high school students. The Journal of Educational Research, 99(1), 46-55.
  • Valle, A.; Pan, I.; Nunez, J.C.; Rodriguez, S.; Rosairo, P.; Regueiro, B. (2015). Multiple Goals and Homework Involvement in Elementary School Students. The Spanish Journal of Psychology, 18(81), 1-11. doi: 10.1017/sjp.2015.88.
  • Van Voorhis,F. L. (2004). Reflecting on the homework ritual: Assignments and designs. Theory Into Practice, 43(3), 205-212.
  • Walker, J. M. T., Hoover-Dempsey, K. V., Whetselm, D. R., & Green, C. L. (2004). Parental involvement in homework: A review of current research and its implications for teacher, afterschool program staff, and parent leaders. Cambridge, MA: Harvard Family Research Project. Retrieved April, 05, 2016, from http://www.gse.harvard.edu/hfrp/projects/fine/resources/homework.html.
  • Warton, P. M. (1997). Learning about responsibility: Lessons from homework. British Journal of Educational Psychology, 67, 213–221.
  • Warton, P. (2001). The forgotten voices in homework: Views of students. Educational Psychologist, 36(3), 155-165.

Year 2017, Volume: 16 Issue: 1, 0 - 0, 29.12.2016

Sibel Duru Suna Çöğmen

https://doi.org/10.17051/io.2017.76577
Cited By: 8

Abstract

References

  • Bedford, P. D. (2014). Teachers' Beliefs and Practices Regarding Homework: An Examination of the Cognitive Domain Embedded in Third Grade Mathematics Homework . Yayınlanmamış doktora tezi, University of Wisconsin Milwaukee
  • Bembenutty, H. (2011). Meaning and maladaptive homework practices: The role of self efficacy and self-regulation. Journal of Advanced Academics, 22, 448–473.
  • Bempechat, J. (2004). The motivational benefits of homework: A social-cognitive perspective. Theory into practice, 43(3), 189-196.
  • Bryan, T.; Burstein, K. (2004). Improving Homework Completion and Academic Performance: Lessons From Special Education. Theory Into Practice, 43(3), 213-219. doi: 10.1207/s15430421tip4303 7.
  • Cooper, H. ; Lindsay, J. J.; Nye, B. (2000). Homework in the Home: How Student, Family, and Parenting-Style Differences Relate to the Homework Process. Contemporary Educational Psychology, 25, 464–487
  • Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76, 1–62.
  • Cooper H., & Valentine J. C. (2001). Using research to answer practical questions about homework. Educational Psychologist, 36, 143–153.
  • Coutts, P. M. (2004). Meanings of homework and implications for practice. Theory Into Practice, 43(3), 182–188. doi:10.1353/tip.2004.0034
  • Demirtaş, A. (2011). İlköğretim okullarındaki (1-5. sınıf) ödev uygulamalarının değerlendirilmesi araştırması. Millî Eğitim Bakanlığı Eğitimi Araştırma ve Geliştirme Dairesi Başkanlığı, Ankara.
  • Epstein, J. L., & Van Voorhis, F. L. (2001). More than minutes: Teachers' roles in designing homework. Educational Psychologist, 36, 181-193.
  • Eren, Ö. Ve Henderson, D.J. (2011). Are we wasting our children’s time by giving them more homework? Economics of Education Review, 30, 950– 961.
  • Evans, M & Boucher, A. R. (2015). Optimizing the power of choice: supporting student autonomy to foster motivation and engagement in learning. Mind, Brain, and Education, 9(2), 87-91.
  • Froiland, J. M. (2011). Parental autonomy support and student learning goals: a preliminary examination of an ıntrinsic motivation ıntervention. Child Youth Care Forum, 40, 135–149.
  • Gu, L. ve Kristoffersson, M. (2015). Swedish lower secondary school teachers’ perceptions and experiences regarding homework. Universal Journal of Educational Research 3(4): 296-305. DOI: 10.13189/ujer.2015.030407.
  • Iflazoglu, A., Hong, E. (2012) Homework motivation and preferences of Turkish students, Research Papers in Education, 27:3, 343-363, DOI: 10.1080/02671522.2010.529581.
  • Katz, I., Buzukashvili, T., & Feingold, L. (2012). Homework stress: Construct validation of a measure. Journa of Experimental Education, 80, 405–421. doi:10.1080/00220973.2011.610389
  • Katz, I., Eilot, K. ve Nevo, N. (2014). ‘‘I’ll do it later’’: Type of motivation, self-efficacy and homework procrastination. Motivation and Emotion, 38 (1), 111-119.
  • Katz, I., Kaplan, A., & Buzukasshvily, T. (2011). The role of parents motivation in students autonomous motivation for doing homework. Learning and Individual Differences, 21, 376-386.
  • Kohn, A. (2006). Down with homework. Instructor, 116(2), 43-68. Corno, L. (2000, May). Looking at homework differently. Elementary School Journal, 100(5), 529-549.
  • Martinez, S. (2011). An examination of Latino students’ homework routines. Journal of Latinos and Education, 10, 354–368.
  • Özcan, Z. Ç., Erktin, E. (2015). Enhancing mathematics achievement of elementary school students through homework assignments enriched with metacognitive questions. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1415-1427.
  • Özenç, B. ve Arslanhan, S. (2010). Pısa 2009 sonuçlarına ilişkin bir değerlendirme. Türkiye Ekonomi Politikaları Araştırma Vakfı.
  • Özer, B ve Öcal, S. (2013). Sınıf öğretmenlerinin ev ödevlerine yönelik uygulamalarının ve görüşlerinin değerlendirilmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 2(1), 133-149.
  • Painter, L. (2003). Homework. Oxford: Oxford University Press.
  • Ramdass, D. & Zimmerman, B. J. (2011). Developing self- regulation skills: the ımportant role of homework. Journal of Advanced Academics, 22, 194–218.
  • Rosário, P., Núñez, J. C., Vallejo, G., Cunha, J., Nunes, T., Mourão, R., et al. (2015). Does homework design matter? The role of homework’s purpose in student mathematics achievement. Contemp. Educ. Psychol. 43, 10–24. doi: 10.1016/j.cedpsych.2015.08.001.
  • Rosário P, Núñez JC, Vallejo G, Cunha J, Nunes T, Suárez N, Fuentes S and Moreira T (2015). The effects of teachers’ homework follow-up practices on students’ EFL performance: a randomized-group design. Front. Psychol. 6:1528. doi: 10.3389/fpsyg.2015.01528
  • Rudman, N. P. C. (2014). A review of homework literature as a precursor to practitioner-led doctoral research in a primary school. Research in Education,91, 12-29.
  • Stoeger, H., & Ziegler, A. (2008). Evaluation of a classroom based training to improve self- regulation in time management tasks during homework activities with fourth graders. Metacognition and Learning, 3, 207–230.
  • Şen, H.Ş.; Gülcan, M.G. (2012). İlköğretim 4. ve 5. Sınıflarda Verilen Ev Ödevleri Konusunda Veli Görüşleri. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 29, 29-41.
  • Trautwein, U., & Koller, O. (2003). The relationship between homework and achievement—still much of a mystery. Educational Psychology Review, 15, 115–145.
  • Turanlı, A. S. (2007). Gerçek Bir ikilem: Ödev Vermek Ya da Vermemek? Sosyal Bilimler Araştırmaları Dergisi, 1, 136-154.
  • Turanlı, A.S. (2009). Students’ and Paretns’ Perceptions about Homeworkç Education and Science, 34(153), 61-73.
  • Xu, J., & Yuan, R. (2003). Doing homework: Listening to students’, parents’, and teachers’ voices in one urban middle school community. School Community Journal, 13(2), 25-44.
  • Xu, J. (2005). Purposes for doing homework reported by middle and high school students. The Journal of Educational Research, 99(1), 46-55.
  • Valle, A.; Pan, I.; Nunez, J.C.; Rodriguez, S.; Rosairo, P.; Regueiro, B. (2015). Multiple Goals and Homework Involvement in Elementary School Students. The Spanish Journal of Psychology, 18(81), 1-11. doi: 10.1017/sjp.2015.88.
  • Van Voorhis,F. L. (2004). Reflecting on the homework ritual: Assignments and designs. Theory Into Practice, 43(3), 205-212.
  • Walker, J. M. T., Hoover-Dempsey, K. V., Whetselm, D. R., & Green, C. L. (2004). Parental involvement in homework: A review of current research and its implications for teacher, afterschool program staff, and parent leaders. Cambridge, MA: Harvard Family Research Project. Retrieved April, 05, 2016, from http://www.gse.harvard.edu/hfrp/projects/fine/resources/homework.html.
  • Warton, P. M. (1997). Learning about responsibility: Lessons from homework. British Journal of Educational Psychology, 67, 213–221.
  • Warton, P. (2001). The forgotten voices in homework: Views of students. Educational Psychologist, 36(3), 155-165.
There are 40 citations in total.

Details

Journal Section Araştırma Articlesi
Authors

Sibel Duru

Suna Çöğmen

Publication Date December 29, 2016
Published in Issue Year 2017 Volume: 16 Issue: 1

Cite

APA Duru, S., & Çöğmen, S. (2016). İlkokul-Ortaokul Öğrencileri ve Velilerin Ev Ödevlerine Yönelik Görüşleri. İlköğretim Online, 16(1). https://doi.org/10.17051/io.2017.76577
AMA Duru S, Çöğmen S. İlkokul-Ortaokul Öğrencileri ve Velilerin Ev Ödevlerine Yönelik Görüşleri. EEO. December 2016;16(1). doi:10.17051/io.2017.76577
Chicago Duru, Sibel, and Suna Çöğmen. “İlkokul-Ortaokul Öğrencileri Ve Velilerin Ev Ödevlerine Yönelik Görüşleri”. İlköğretim Online 16, no. 1 (December 2016). https://doi.org/10.17051/io.2017.76577.
EndNote Duru S, Çöğmen S (December 1, 2016) İlkokul-Ortaokul Öğrencileri ve Velilerin Ev Ödevlerine Yönelik Görüşleri. İlköğretim Online 16 1
IEEE S. Duru and S. Çöğmen, “İlkokul-Ortaokul Öğrencileri ve Velilerin Ev Ödevlerine Yönelik Görüşleri”, EEO, vol. 16, no. 1, 2016, doi: 10.17051/io.2017.76577.
ISNAD Duru, Sibel - Çöğmen, Suna. “İlkokul-Ortaokul Öğrencileri Ve Velilerin Ev Ödevlerine Yönelik Görüşleri”. İlköğretim Online 16/1 (December 2016). https://doi.org/10.17051/io.2017.76577.
JAMA Duru S, Çöğmen S. İlkokul-Ortaokul Öğrencileri ve Velilerin Ev Ödevlerine Yönelik Görüşleri. EEO. 2016;16. doi:10.17051/io.2017.76577.
MLA Duru, Sibel and Suna Çöğmen. “İlkokul-Ortaokul Öğrencileri Ve Velilerin Ev Ödevlerine Yönelik Görüşleri”. İlköğretim Online, vol. 16, no. 1, 2016, doi:10.17051/io.2017.76577.
Vancouver Duru S, Çöğmen S. İlkokul-Ortaokul Öğrencileri ve Velilerin Ev Ödevlerine Yönelik Görüşleri. EEO. 2016;16(1).

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