İlkokul-Ortaokul Öğrencileri ve Velilerin Ev Ödevlerine Yönelik Görüşleri

Duru, Sibel; Çöğmen, Suna

doi:10.17051/io.2017.76577

Cited by 20 publications

(31 citation statements)

References 12 publications

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“…Interestingly, the correlation increases with age. Duru and Çöğmen (2017) show that mathematics is the most popular lesson for both parents and elementary school students. For the secondary school students, parents stated that mathematics was very much liked, and students also liked science and technology homework.…”

Section: Discussionmentioning

confidence: 99%

“…To like a lesson can be effective in doing the homework of that class more willingly. In Duru and Çöğmen's (2017) research on parents' opinion about the homework of elementary and secondary school students, it was found that among the important factors that determine students' opinions about homework is liking/ disliking the homework/ lesson, finding it boring or fun, feelings about the teacher, feeling self-sufficient/ insufficient takes place. According to the answers of the question "Does your child like mathematics?"…”

Section: Discussionmentioning

confidence: 99%

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Parents’ Expectation of Mathematics Education and Their Engagement in Education and Homework Habits of Children

Deringöl

2019

Acta Educationis Generalis

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Introduction: In this study, it was aimed to examine the expectations of elementary and secondary school parents from the mathematics education and their engagements in the education and the mathematics homework habits of their children. Methods: The research data was collected by “A Scale to Determine Parents’ Expectation from Mathematics Education”, “Mathematics Homework Behavior Scale” and the “Personal Information Form” prepared by the researcher. The data of this study executed and conducted by survey model was analyzed by SPSS 16. Results: In the study, it is revealed that the expectations of parents from Mathematics education and the mathematics homework habit of their children are high. There is no difference based on the levels of the children and parentage status of the parents, regardless of being mother or father, the mathematics homework habit of the children who favor mathematics lesson and at the same time thrive on is more favorable and positive than the ones who do not favor mathematics lesson and at the same time fail to thrive on, the homework habit of the children whom are supported sufficiently in the mathematics lesson is more favorable and positive. Last but not least, there is no correlation between the expectations of the parents from Mathematics education and the homework habits of their children. Discussion: High expectations of parents from mathematics classes may suggest that they trust their children and their teachers. It may also suggest that they are involved in the education process and that they find it sufficient. Based on the findings of this study, according to which the level of homework habits of the parents’ children is high, it can be assumed that the students do their homework willingly and they have no problems with doing their daily homework. Parents’ help their children’s with homework occasionally to make them feel that they are not alone in this process. Lower expectations from their children and lower engagement of parents at upper levels may be caused by the fact that they cannot support their children sufficiently due to the complexity of subjects. In elementary schools, since their children are smaller in terms of age, parents may think that their children need more help and they can be more active in education because the subjects in elementary school are not as complicated as in higher classes. The math homework habits do not differ according to the education level of students’ but, based on the scores, we can say that they are more favourable in the elementary school since the children are younger and besides, in Turkey, children are assigned homework more regularly and the homework habits start to emerge at the elementary school level. Just depending on the scores, it is interesting to note that the expectations of fathers from mathematics education and their engagement in the process are higher than those of mothers. This may suggest that the expectations of fathers from their children may be due to the higher goals they set for them and perhaps since they are more perfectionist, they are more involved in the children’s education than mothers. To like a lesson, can be considered a precondition for doing the assigned homework more willingly. Children do their homework more willingly in the courses at which they consider themselves successful. That is why the results of this study are not surprising. The homework habits of the children sufficiently supported in mathematics are expected to be more favourable. The expectations of parents from mathematics lesson were not related to their children’s homework habits. The absence of homework habits, in the parents’ expectation from mathematics lesson, may be due to not getting a clear answer from the parents with respect to the question whether homework should be assigned in education or not. Limitations: These research and data collection tools used are limited only by the thoughts of parents of primary and middle school students in Turkey. Conclusions: The child, being aware that he is not alone in the process, will be more confident if he knows that there is a family support behind him in overcoming mathematics.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Parents’ Expectation of Mathematics Education and Their Engagement in Education and Homework Habits of Children

Deringöl

2019

Acta Educationis Generalis

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“…In addition, there have been many studies which claim that homework affects students' learning, sense of responsibility, study habits, as well as, motivation and attitudes towards school positively (e.g., Babadoğan, 1990;Cooper, 1989;Çelik & Aktürk, 2009;Dufresne et al, 2002; as cited in Gürlevik, 2006;İleri, 2013; Richards-Babb & Jackson, 2011; V. Kaya & Kaya, 2018). Moreover, it is now well established from a variety of studies, that learners should do their homework that is given by their teachers for reinforcing what they learn at school (Baltaoğlu, Sucuoğlu & Öztürk, 2017;Duru & Çöğmen, 2017;Gürlevik, 2006;Karatepe, 2003;Özer & Öcal, 2012 and learning permanently (as cited in Gürlevik, 2006;Özer & Öcal, 2012;Wallinger, 2000). It was also thought that homework is beneficial when it is checked or graded and when a teacher gives individual feedback for each homework (Doorn, Janssen, & O'Brien, 2010;Dufresne et al, 2002;Tertemiz;1991;as cited in Wallinger, 2000).…”

Section: Literature Reviewmentioning

confidence: 99%

Online EFL Assignments and Success

Yalçın

Şevik

2020

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

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Giving homework is a common practice at all levels of education, yet its impact as a pedagogical tool on the learning process is still a matter of debate. The past decade has seen the rapid development of web-based tools created for educational purposes. In parallel with these developments, researchers and educators have begun to show an increased interest in online homework systems in recent years in order to evaluate learning and to overcome the drawbacks of pen-and-paper homework. This study aims to investigate the effects of online English as a Foreign Language (EFL) assignments on student success in a university vocational school context. Participants of this experimental study were 49 first-grade students studying at Burdur Mehmet Akif Ersoy University (MAKU) Gölhisar Vocational School (GVS). Of these students, 28 constituted the experimental group and 21 constituted the control group. The study was conducted in the spring term of the 2016-2017 academic year for a 12week period. At the beginning of the study, a pre-test was applied to both groups. Next, five weekly assignments were given for the experimental group via Edmodo and for the control group as pen-and-paper homework. The findings revealed that assignments whether online or penand-paper increased students' success significantly. Moreover, the success increase of the students who did online assignments was about double that of the students who were responsible for doing pen-and-paper assignments. The study concluded with suggestions that EFL teachers should give assignments in university vocational schools and that these assignments should be given as online since they are more effective on student success.

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“…Burada oluşan bu farklılığın temelinde klasik ödevlerin öğrenenlerin ilgisini çekmemesi ve bunun doğal bir sonucu olarak bu gibi ödev ve etkinliklerin öğrenenler tarafından sadece bir zorunluluk olarak yapılmasından kaynaklandığı söylenebilir. Bu durumunda ödevlere karşı öğrenenlerin olumsuz bir tutum edinmelerine sebep olduğu iddia edilebilir (Duru & Çöğmen, 2017). DHA gibi öğrenenin yaratıcılığını ve üretim temelli teknoloji kullanımını destekleyen etkinliklerde ise öğrenen ilgisi ve katılımının üst düzeyde gerçekleştiği söylenebilir (Sarıtepeci & Çakır, 2017 Çevrim-içi öğrenme etkinliklerine/ödevlere katılım düzeyi ile yansıtıcı düşünme becerisinin gelişimi arasında anlamlı ilişki olduğu tespit edilmiştir.…”

Section: Sonuç Tartişma Ve öNeri̇lerunclassified

Ortaokul Düzeyinde Dijital Hikaye Anlatımının Yansıtıcı Düşünme Becerisi Üzerindeki Etkisinin İncelenmesine Yönelik Deneysel Bir Çalışma

Sarıtepeci¹

2017

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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Öz: Bu çalışmada ortaokul düzeyinde dijital öyküleme yönteminin katılımcıların yansıtıcı düşünme becerileri üzerindeki etkilerinin incelenmesi amaçlanmıştır. Bu çerçevede bu çalışmada yarı deneysel desen kapsamında ön-test son-test kontrol gruplu model kullanılmıştır. Çalışma grubu kontrol grubunda 35 ve deney grubunda 33 olmak üzere toplam 68 7. sınıf öğrencisinden oluşmaktadır. Deney grubunda dersler dijital hikayeleme etkinlikleriyle sürdürülürken kontrol grubunda derslerde araştırma-inceleme etkinliklerine yer verilmiştir. Uygulama 11 hafta sürdürülmüş olup her iki grupta da biri bireysel diğeri işbirlikli olmak üzere iki farklı etkinlik yapılmıştır. Uygulama öncesi ve sonrasında gruplardan veri toplamak için yansıtıcı düşünme ölçeği kullanılmıştır. Katılımcılardan toplanan verilerle yapılan çalışmalar doğrultusunda kontrol grubunda iki kişi uç değer oluşturduğu için analiz sürecine dahil edilmemiştir. Çalışmanın bulgularına göre ön-test puanlarına göre düzeltilmiş son-test puanları arasında, deney grubu lehine anlamlı farklılık bulunmuştur. Buna göre dijital hikayeleme etkinliklerinin kullanımının katılımcıların yansıtıcı düşünme becerilerinin gelişimi üzerinde etkili olduğu sonucuna ulaşılmıştır. Ayrıca katılımcıların dersin çevrim-içi öğrenme ortamında gerçekleştirdikleri etkinlik/ödev sayısının yansıtıcı düşünme becerisinin gelişimi üzerinde etkili olduğu tespit edilmiştir.Anahtar Kelimeler: yansıtıcı düşünme, dijital hikaye anlatımı, sosyal bilgiler dersi, hikaye anlatımı Abstract: In this study, it was aimed to investigate effect of digital storytelling method on participants' reflective thinking skill at level of middle school. In this framework, pre-test post-test control group model was used under semi-experimental design in this study. Study group consisted of a total of 68 7th grade students, 35 in control group and 33 in experimental group. In the experiment group, the lessons were continued with digital storytelling activities, while in the control group, lessons included research and investigation activities. The application was continued for 11 weeks and two different activities were conducted in both groups, one being the individual and the other cooperating. "Reflective Thinking Scale" was used for data collection prior and after implementation. Two participants in control group didn't included analysis process because they creates outlier. According to findings of the study, it was found a significant difference among groups' corrected post-test scores, favoring the experimental group. Accordingly the use of digital storytelling activities has an impact on the development of participants' reflective thinking skills. In addition, it has been determined that the number of activities/assignment performed by the participants in the online learning environment of the course is effective on the development of reflective thinking ability.

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İlkokul-Ortaokul Öğrencileri ve Velilerin Ev Ödevlerine Yönelik Görüşleri

Cited by 20 publications

References 12 publications

Parents’ Expectation of Mathematics Education and Their Engagement in Education and Homework Habits of Children

Parents’ Expectation of Mathematics Education and Their Engagement in Education and Homework Habits of Children

Online EFL Assignments and Success

Ortaokul Düzeyinde Dijital Hikaye Anlatımının Yansıtıcı Düşünme Becerisi Üzerindeki Etkisinin İncelenmesine Yönelik Deneysel Bir Çalışma

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