The Effect of Differentiated Mathematics Homework on 4th Grade Primary Students’ Attitudes Towards Homework

Abstract

The purpose of the current study is to examine the effects of homework designed with a differentiated method and traditional homework on the attitudes of 4th grade primary school students towards homework in mathematics. A quasi-experimental design with a pre-test-post-test control group, one of the quantitative research methods, was used in the study. The study group consists of 25 experimental and 26 control group students continuing their education in the 4th grade at a state primary school in Kayseri province in the 2023-2024 school year. In the study, the “Attitude Scale towards Mathematics Homework” developed by Bora (2018) and a “Semi-Structured Interview Form” were used as data collection tools. Differentiated homework designed by the researcher was given to the experimental group, and traditional homework was given to the control group for 10 weeks. At the end of the study, a significant difference was found in the post-test results of the experimental and control group students in favour of the experimental group. In addition, it was determined that there was a significant difference between the within-groups post-test scores for both the control and experimental group students and this difference was higher in the experimental group. The findings obtained from the interviews also supported the quantitative findings. Within the scope of the research, changes in students’ attitudes and experiences towards homework in the transition from primary to secondary school can also be analysed.

Keywords

• Differentiated mathematics homework
• primary school mathematics education
• differentiated homework
• differentiated instruction
• attitude towards homework

İlkokul 4. Sınıfta Farklılaştırılmış Matematik Ev Ödevlerinin Öğrencilerin Ödeve Yönelik Tutumlarına Etkisi

Abstract

Bu araştırmanın amacı matematik dersinde farklılaştırılmış yöntem ile tasarlanan ev ödevleri ile geleneksel ev ödevlerinin, ilkokul 4. sınıf öğrencilerinin matematik dersi ev ödevlerine yönelik tutumlarına etkisini incelemektir. Araştırmada nicel araştırma yöntemlerinden ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma grubu 2023-2024 eğitim öğretim yılında Kayseri ilinde yer alan bir devlet ilkokulunda 4. sınıfta öğrenim sürecine devam eden 25 deney, 26 kontrol grubu öğrencisinden oluşmaktadır. Araştırmada veri toplama aracı olarak Bora (2018) tarafından geliştirilen “Matematik Dersine Yönelik Ödev Tutum Ölçeği” ile “Yarı Yapılandırılmış Görüşme” uygulanmıştır. Deney grubuna araştırmacının tasarladığı farklılaştırılmış ev ödevleri, kontrol grubuna ise geleneksel ev ödevleri 10 hafta boyunca verilmiştir. Çalışma sonunda deney ve kontrol grubu öğrencilerinin son test sonuçlarında deney grubu lehine anlamlı fark bulunmuştur. Ayrıca hem deney hem de kontrol grubunun grup içi ön test-son test karşılaştırmalarında son test lehine anlamlı fark olduğu, bu farkın deney grubunda daha yüksek olduğu tespit edilmiştir. Öğrencilerin ödeve yönelik duygu ifadeleri, nicel bulguları destekler nitelikte olduğu belirlenmiştir. Araştırma kapsamında öğrencilerin ilkokuldan ortaokula geçişte ev ödevine yönelik tutum ve deneyimlerindeki değişimler de incelenebilir.

Keywords

• Farklılaştırılmış matematik ödevi
• ilkokul matematik eğitimi
• farklılaştırılmış ev ödevi
• farklılaştırılmış öğretim
• ev ödevine yönelik tutum

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