Mathematics Homework View from the Perspective of Primary School Students' Parents

Abstract

This research was carried carried to reveal the opinions of the parents of primary school students about mathematics homework. The research was designed with the case study model, which is one of the qualitative research methods. The study group of the research consists of 26 parents whose children are studying in a primary school in the central of Konya, Provincial Directorate of National Education in the 2022-2023 academic year. Care was taken in the selection of an equal number of participants from each grade level. The parents were selected using criterion sampling, one of the purposive sampling methods. The research data were collected with a semi-structured interview form and the interviews were recorded on a voice recorder. The semi-structured interview form prepared by the researcher consists of five questions aiming to reveal the views of the parents of primary school students on mathematics homework. Content analysis method was used in the analysis of the data. Parents participating in the research define mathematics homework as reinforcement and repetition. Parents are involved in mathematics homework as control or direct support. Although students usually allocate half an hour for their math homework, this time is less in the 1st and 2nd grades, and more in the 3rd and 4th grades. According to the parents, teachers check the homework constantly and in detail. It has been concluded that the students love to do short-term homework using technological tools, made with concrete materials, and they do not like to do long-term homework that requires writing.

Keywords

• Mathematics homework
• primary school
• parents opinion

İlkokul Öğrenci Velilerinin Penceresinden Matematik Ev Ödevi Görünümü

Abstract

Bu araştırma, ilkokula devam eden öğrenci velilerinin matematik ev ödevlerine ilişkin görüşlerini ortaya koymak amacıyla yapılmıştır. Araştırma nitel araştırma yöntemlerinden durum çalışması modeli ile desenlenmiştir. Araştırmanın çalışma grubunu, 2022-2023 eğitim öğretim yılında Konya İl Milli Eğitim Müdürlüğü’ne bağlı merkez ilçede bulunan bir ilkokulda çocukları eğitim öğretim gören 26 veli oluşturmaktadır. Katılımcıların her sınıf düzeyinden eşit sayıda seçilmesine dikkat edilmiştir. Veliler amaçlı örneklem yöntemlerinden ölçüt örnekleme kullanılarak seçilmiştir. Araştırma verileri yarı yapılandırılmış görüşme formu ile ve görüşmeler ses kayıt cihazına kaydedilerek toplanmıştır. Araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formu ilkokul öğrenci velilerinin matematik ev ödevlerine ilişkin görüşlerini ortaya koymayı amaçlayan beş sorudan oluşmaktadır. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Araştırmaya katılan veliler matematik ev ödevlerini pekiştirme ve tekrar olarak tanımlamaktadır. Veliler matematik ödevlerine kontrol ya da doğrudan destek olarak müdahil olmaktadırlar. Öğrenciler matematik ödevlerine genellikle yarım saat ayırmakla beraber 1 ve 2. sınıflarda bu süre daha az, 3 ve 4. sınıflarda daha fazla olmaktadır. Velilere göre öğretmenler ödevleri sürekli ve ayrıntılı olarak kontrol etmektedirler. Öğrencilerin teknolojik alet kullanılan, somut materyallerle yapılan ve kısa süren ödevleri severek yaptıkları, uzun süren ve yazı yazmayı gerektiren ödevleri yapmaktan hoşlanmadıkları sonucuna ulaşılmıştır.

Keywords

• Matematik ev ödevi
• ilkokul
• veli görüşü

References

1. Akran, S. K. (2021). Ev ödeviyle ilgili makale ve tezlerin sistematik analizi. [Systematic analysis of homework articles and theses]. Anatolian Journal of Educational Leadership and Instruction, 9(1), 74-95.
2. Aksu, D. (2018). Öğrenme-öğretme sürecinde ev ödevi: Hong Kong örneği. [Homework in the process of learning-teaching: the case of Hong Kong]. Journal of Multidisciplinary Studies in Education, 2(4), 66-79.
3. Aktaş Arnas, Y., & Yaşar, M. (2011). Parents involvement in preschool education. Vize Publishing.
4. An, S. & Wu, Z. (2012). Enhancing mathematics teachers’ knowledge of students’ thinking from assessing and analyzing misconceptions in homework. International Journal of Science and Mathematics Education, 10, 717–753. https://doi.org/ 10.1007/s10763‐011‐9324‐x
5. Atlı, S. (2012). 4. class of science and technology concept learning levels of homework students, academic achievement and attitudes towards homework effect [Unpublished Master’s thesis]. Niğde University, Niğde.
6. Baumgartner, D., Bryan, T., Donahue, M. & Nelson, C. (1993). Thanks for asking: parent comments about homework, tests, and grades. Exceptionality 4(3), 177-185. https://doi.org/10.1207/s15327035ex0403_3
7. Baynazoğlu, L. (2019). Sınıf öğretmenlerinin ev ödevleri hakkındaki görüşlerinin incelenmesi. [Investigation of classroom teachers opinions on homework]. Journal of National Education, 48 (221) 51-71.
8. Bembenutty, H. (2011). Meaning and maladaptive homework practices: The role of self efficacy and selfregulation. Journal of Advanced Academics, 22, 448–473. https://doi.org/10.1177/1932202X1102200304

9. Berberoğlu, G. (2008). Ev ödevlerinin öğrenme ile ilişkisi. [The relationship of homework with learning]. CITO Education: Theory and Practice, Number of Promotions, 50-54.
10. Bryan, T. & Burstein, K. (2004). Improving homework completion and academic performance: lessons from special education. Theory Into Practice 43 (3):213- 219.
11. Boonk L., Gijselaers H. J. M., Ritzen H. & Brand-Gruwel S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Resarech Review, 24, 10-30 https://doi.org/10.1016/j.edurev.2018.02.001
12. Büyüktokatlı, N. (2009). The investigate of elementary teacher views on homework practices [Unpublished Master’s thesis]. Selçuk University, Konya.
13. Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro- Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student achievement: A meta-analysis. Educational Research Review, 14, 33- 46. http://dx.doi.org/10.1016/j.edurev.2015.01.002
14. Cheema, J. R. & Sheridan, K. (2015). Time spent on homework, mathematics anxiety and mathematics achievement: Evidence from a US sample. Issues in Educational Research, 25, 246-259.
15. Cooper, H. (2001). Homework for all-in moderation. Educational Leadership, 58(7), 34-38.
16. 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. https://doi.org/10.3102/00346543076001001
17. Cunha, J., Rosário, P., Núñez, J. C., Núñez, A. R, Moreira, T. & Núñez, T. (2018). “Homework feedback is…”: Elementary and middle school teachers’ conceptions of homework feedback. Frontiers in Psychol, 9(32).
18. Çakmak, Ö. Ç. (2010). Okul öncesi eğitim kurumlarında aile katılımı. [Parent involvement in pre-school]. Abant İzzet Baysal University, Journal of Social Sciences, 20, 1-18.
19. Çetı̇nkaya, K. & Uzunkol, E. (2019). İlkokul 4. sınıf öğrencilerinin ev ödevlerine ilişkin algıları. [Homework perception of fourth grade students]. Journal of Interdisciplinary Education: Theory and Practice, 1 (1), 59-75.
20. De Jong, R., Westerhof, K. J. & Creemers, B. P. M. (2000). Homework and student math achievement in junior high schools. Educational Research and Evaluation, (6)2, 130-157. https://doi.org/10.1076/1380-3611(200006)6:2;1-E;F130
21. Demirbaş, A. (2011). Evaluation of Homework Practices in Primary Schools (1-5. Grades). Ministry of National Education, Education Research and Development Department, Ankara
22. Dettmers, S., Trautwein, U., Ludtke, O., Kunter, M. & Baumert, J. (2010). Homework works if quality is high: Using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology, 102(2), 467–482. https://doi.org/10.1037/a0018453
23. Duban, N. (2016). Sınıf öğretmenlerinin ev ödevleri hakkındaki görüşleri [The opinions of primary school teachers about homeworks]. International Journal of Education Technology and Scientific Researches, 1(1), 55-67 https://doi.org/10.11114/jets.v6i9.3382
24. Dumont, H., Trautwein, U., Ludtke, O., Neumann, M., Niggli, A. & Schnyder, I. (2012). Does parental homework involvement mediate the relationship between family background and educational outcomes? Contemporary Educational Psychology, 37, 55–69. https://doi.org/10.1016/j.cedpsych.2011.09.004
25. Duru, S. & Çöğmen, S. (2017). İlkokul öğretmen-veli ve öğrencilerinin ev ödevlerine yönelik görüşleri [Views of primary and secondary school students and their parents on homework]. Elementary Education Online,16(1), 354–365. http://dx.doi.org/10.17051/io.2017.76577
26. Ekşi, A. (1990). Çocuk genç ana babalar [Child young parents]. Bilgi Publishing.
27. Eraz, G. & Öksüz, C. (2015). Effect of primary school teachers’ feedback on students’ extracurricular mathematics activities. Journal of Mehmet Akif Ersoy University Faculty of Education, 36, 105–119.
28. Erdem, C. & Avcı, F. (2020). Okul öncesi eğitimde aile katılımının sağlanması için bilgi iletişim teknolojilerinin kullanımı: whatsapp uygulaması [Use of ınformation and communication technologies in ensuring parental involvement in pre-school education: the case of whatsapp application]. Başkent University Journal of Education, 7(2), 439-452.
29. Fernandez-Alonso, R., Suarez-Alvarez, J. & Muniz, J. (2015). Adolescents’ homework performance in mathematics and science: Personal factors and teaching practices. Journal of Educational Psychology, 107, 1075-1085.
30. Fernández -Alonso, R., Álvarez-Díaz, M., García-Crespo, F. J., Woitschach, P. & Muñiz, J. (2022). Should we help our children with homework? A Meta-Analysis Using PISA Data. Psicothema, 34(1), 56–65. doi: 10.7334/psicothema2021.65
31. Froiland, J. M. (2011). Parental autonomy support and student learning goals: a preliminary examination of an intrinsic motivation intervention. Child Youth Care Forum, 40, 135–149. https://doi.org/10.1007/s10566-010-9126-2
32. Gündoğan Özben, B. (2006). The effect of homework studies to the success of the students who attend science lesson in the second degree of primary education [Unpublished Master’s thesis]. Gazi University, Ankara.
33. Güneş, F. (2014). Eğitimde ödev tartışmaları [Homework discussions in education]. Bartin University Journal of Faculty of Education, 3(2), 1-25
34. Gökdağ Baltaoğlu, M., Sucuoğlu, H. & Öztürk, N. (2017). Sınıf öğretmenlerinin ev ödevlerine ilişkin görüşleri [Classroom teachers’ opinions about homeworks]. Journal of Education and Future, (11), 95-109. Hakyemez, S. (2015). Turkish early childhood educators on parental involvement. European Educational Research Journal, 14(1), 100-112. https://doi.org/10.1177/1474904114565152
35. Hamlin, D., & Flessa, J. (2018). Parental involvement initiatives: An analysis. Educational Policy, 32(5), 697-727. https://doi.org/10.1177/0895904816673739
36. Hong, E., Milgram, R. & Perkins, P. (1995). Homework style and homework behavior of Korean and American children. Journal of Research and Development in Education 28(4), 197-207.
37. Kapıkıran, Ş. & Kıran, H. (1999). Ev ödevinin öğrencinin akademik başarısına etkisi [The effect of the homework on the student's academic succes]. Pamukkale University Journal of Education, 5, 54-60
38. Kaplan, B. (2006). The effect of homework to success of students and learning concepts in unit of electricity which directs our life style [Unpublished Master’s thesis]. Marmara University, İstanbul.
39. Kaplan Can, G. & Gelbal, S. (2022). Ortaokul öğrencilerine verilen matematik ev ödevleri hakkında öğrenci, öğretmen ve veli görüşleri [Opinions of students, teachers and parents about mathematics homework assigned to middle school students[. Journal of Kırşehir Education Faculty, 23(1), 863-922.
40. Kim, S. W. (2020). Meta-analysis of parental involvement and achievement in East Asian countries. Education and Urban Society, 52(2), 312-337. https://doi.org/10.1177/0013124519842654
41. Ministry of National Education [MoNE]. (2011). Evaluation of homework applications in primary schools (1-5. Grades). EARGED, Ankara.
42. Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber [Qualitative research: A guide to design and implementation] (S. Turan, Çev). Nobel Publishing.
43. Miles, M, B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
44. Oluşum, B. (2016). Investigation of homework given in 4th grade Turkish course. [Unpublished Master’s thesis]. Hacettepe University, Ankara.
45. Öcal, S. (2009). The role of parents and teachers on existing attitudes of 4th and 5th grade students towards homework [Unpublished Master’s thesis]. Mustafa Kemal University, Hatay.
46. 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. https://doi.org/10.12973/eurasia.2015.1402a
47. Özdamlı, F. & Yıldız, E. P. (2014). Parents’ views towards improve parent–school collaboration with mobile technologies. Procedia-Social and Behavioral Sciences, 131, 361-366. https://doi.org/10.1016/j.sbspro.2014.04.130
48. Özer, B & Öcal, S. (2012). Sınıf öğretmenlerinin ev ödevlerine yönelik uygulamalarının ve görüşlerinin değerlendirilmesi [The evalution of the aplications and opinions of classroom teachers for homeworks]. International Journal of Turkish Literature Culture Education, 2(1), 133-149
49. Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. [Qualitative research and evaluation methods] (M. Bütün & B. Demir, Ed.) Pegem A Publishing.
50. Ramdass, D. & Zimmerman, B. J. (2011). Developing self- regulation skills: the important role of homework. Journal of Advanced Academics, 22, 194–218. https://doi.org/10.1177/1932202X1102200202
51. Rosário, P., Núñez, J. C., Vallejo, G., Cunha, J., Nunes, T., Suárez, N., ... & Moreira, T. (2015). The effects of teachers' homework follow-up practices on students' EFL performance: a randomized-group design. Frontiers in Psychology, 6, 1528. doi: 10.3389/fpsyg.2015.01528
52. Rosário, P., Núñez, J. C., Vallejo, G., Nunes, T., Cunha, J., Fuentes, S. & Valle, A. (2018). Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality. Contemporary Educational Psychology, 53, 168–180.
53. Rosário, P., Cunha, J., Nunes, A. R., Moreira, T., Núñez, C. & Xu, J. (2019). “Did you do your homework?” Mathematics teachers’ perspectives of homework follow-up practices at middle school. Psychology in the School, 56, 92–108. https://doi.org/10.1002/pits.22198
54. 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. https://doi.org/10.7227/RIE.91.1.2
55. Sak, R., Şahin Sak, İ. T., Atli, S., & Şahin, B. K. (2015). Okul öncesi dönem: anne baba tutumları [Preschool period: parenting attitudes]. Mersin University Journal of the Faculty of Education, 11(3).11(3).
56. Schumm, J. S. (2005). How to help your child with homework: the complete guide to encouraging good study habits and ending the homework wars. Minneapolis: Free Spirit Publishing Inc
57. Silinskas, G. & Kikas, E. (2019). Math homework: Parental help and children’s academic outcomes. Contemporary Educational Psychology, 59. https://doi.org/10.1016/j.cedpsych.2019.101784
58. Singh, P., Sidhu, G. K. & Fook, C. Y. (2013). Malaysian parents’ practices and perspectives on the organization of school homework. Pertanika Journal of Social Science and Humanities, 21(3), 1019–1037.
59. Sönmez Ektem, İ. & Yıldız, S. (2017). İngilizce ev ödevlerine yönelik öğretmen görüşleri [Teacher views about English homework]. Journal of Cukurova University Institute of Social Sciences, 26 (3), 78-91.
60. Strother, D. B. (1984). Homework: Too much, just right, or not enough? Phi Delta Kappan, 28, 423-426. Sullivan, M. H. & P. V. Sequera, (1996). The impact of purposeful homework on learning. Clearing Hause, 69(6), 346–349. https://doi.org/10.1080/00098655.1996.10114337
61. Tam, V. C. & Chan, R. M. (2016). What Is homework for? Hong Kong primary school teachers’ homework conceptions. School Community Journal, 26(1), 25-44.
62. Tan, C. Y., Lyu, M., & Peng, B. (2020). Academic benefits from parental involvement are stratifi ed by parental socioeconomic status: A meta- analysis. Parenting, 20(4), 241-287. https://doi.org/10.1080/15295192.2019.1694836
63. Taş, Y. Sungur-Vural, S. & Öztekin C. (2014). A study of science teachers’ homework practices. Research in Education, 91, 45–64. https://doi.org/10.7227/RIE.91.1.5
64. Trautwein, U. (2007). The homework-eachievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instruction 17(3), 372-388 https://doi.org/10.1080/00098655.1996.10114337
65. Türkoğlu, A., İflazoğlu, A. & Karakuş, M. (2007). Homework in primary education. Morpa Publishing. Van Voorhis, F. L. (2004). Reflecting on the homework ritual: Assignments and designs. Theory Into Practice, 43(3), 205-212. https://doi.org/10.1207/s15430421tip4303_6
66. Walberg, H. J. & Paik, S. J. (1999). Effective educational practices. Retrieved from http://www.ibe.unesco.org/publications/EducationalPracticesSeriesPdf/prac03e.pdf Access Date: 01 December 2022.
67. Wasserman, E., & Zwebner, Y. (2017). Communication between teachers and parents using the WhatsApp application. International Journal of Learning, Teaching and Educational Research, 16(12), 1-12. https://doi.org/10.26803/ijlter.16.12.1.
68. Xu, J. (2011). Homework completion at the secondary school level: A multilevel analysis. Journal of Education Research, 171-182. https://doi.org/10.1080/00220671003636752
69. Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin Publishing.
70. Yücel, S. (2004). Ortaöğretim düzeyindeki öğrencilerin kimya derslerinde verilen ev ödevlerine karşı tutumlarının incelenmesi [The analysis of the attitudes of secondary education students towards chemistry assignments]. Journal of Gazi Education Faculty, 24(1), 147-159.