Homework Practices of Elementary School Teachers in 4th Grade Turkish Course

Year 2020, Volume: 35 Issue: 2, 254 - 269, 30.04.2020

Begüm Oluşum Zaifoğlu Sevgi Kıngır Ali Ekber Şahin

Abstract

This study aims to investigate the forms and frequency of homework given as part of a 4th grade Turkish course assessment in the state elementary schools in the Turkish Republic of Northern Cyprus. Data were collected using a questionnaire, a homework scale and structured interviews in this mixed methods research. The study sample consisted of 61 primary school teachers who were teaching 4th grade during the 2014-2015 academic year and 51 teachers who had taught 4th grade prior to the date of the study, making a total sample of 112 teachers. Structured interviews were conducted with nine voluntary teachers who participated in the study. Results revealed that homework assignments related to reading comprehension were given significantly more frequently than homework related to speaking or presentation of materials. The teachers’ awareness on the benefits of the kinds of homework given in low frequency was determined in findings. Numerous reasons as to why homework with certain structures could not be given were discussed through structured interviews. Based on specific suggestions made by the teachers on improving the efficiency of homework, a re-evaluation of syllabus materials and a consideration for teacher training on the way homework assignments are formulated in the constructivist approach are highlighted.

Keywords

Homework, elementary school teacher, 4th grade, Turkish course

Sınıf Öğretmenlerinin 4. Sınıf Türkçe Dersine İlişkin Ev Ödevi Uygulamaları

Abstract

Bu araştırma, Kuzey Kıbrıs Türk Cumhuriyeti devlet ilkokullarında Türkçe dersinde hangi ev ödevlerinin ne sıklıkla verildiğini öğrenmeye yönelik bir çalışmadır. Karma araştırma yönteminin kullanıldığı bu çalışmada veriler ölçek ve ölçekten elde edilen verileri yorumlamak için yapılan görüşme tekniği ile toplanmıştır. Araştırmada veriler, 2014–2015 akademik yılında, ilkokullarda 4. sınıf okutan 61 ve daha önce 4. sınıf okutmuş 51 olmak üzere toplam 112 öğretmene uygulanan ölçek ve 9 öğretmen ile yapılan yapılandırılmış görüşmeler yoluyla toplanmıştır. Araştırma sonucunda elde edilen bulgulara bakıldığında, okuduğunu anlama alanı ile ilgili ödevlerin daha çok verildiği, konuşma ve sunma alanında verilen ödevlerin çok az olduğu görülmüştür. Öğretmenlerin az verilen ödevlerin öneminin farkında oldukları bulgularda saptanmıştır. Öğretmenlerin her çeşit ödevi verememelerinin nedenleri yapılan görüşmelerle ortaya konulmuştur. Öğretmenlerin ev ödevlerinin verimliliğini artırıcı önerilerine de yer verilmiştir. Özellikle programın yoğunluğunun tekrar gözden geçirilmesi ve yapılandırmacılık yaklaşımına göre öğretmenlerin nasıl ödevler vermeleri gerektiği konusunda eğitim almaları gerektiği vurgulanmıştır.

Keywords

Ev ödevi, sınıf öğretmeni, 4. sınıf, Türkçe dersi

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