University Students' Views on the Effectiveness of Learning through Homework


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Dikmen M., Bahadır F.

International Online Journal of Educational Sciences, vol.12, no.3, pp.689-704, 2021 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Volume: 12 Issue: 3
  • Publication Date: 2021
  • Doi Number: 10.15345/iojes.2021.03.005
  • Journal Name: International Online Journal of Educational Sciences
  • Journal Indexes: IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
  • Page Numbers: pp.689-704
  • Erzincan Binali Yildirim University Affiliated: Yes

Abstract

Homework that reinforces the knowledge and makes it permanent is frequently used in every grade in education. Homework is the assignments given by the teachers to the students to do out of the school. This study aims to reveal the opinions of university students on the effectiveness of learning through homework. The study was conducted according to the phenomenology design, one of the qualitative research methods. Phenomenological design is a research method that uses the experiences of individuals to obtain information about the phenomenon. The participants of the study consisted of 15 university students. The research data were collected by means of a semistructured interview protocol developed by the researchers. Content analysis, one of the qualitative data analysis techniques, was used in analyzing the research data. Themes and sub-themes were set in the research and some of the participants’ views were presented through the quotations. According to the results of the study, it is seen that students mostly prefer doing homework in a quiet environment. Another finding of the research, the majority of the students stated that if the homework given attracts their attention, they would do their homework with the intent of learning. The students stated that if the homework does not attract their attention, they would do the homework just because they are obliged and would never go beyond preparing them mechanically. Students who think positively about the quality of the assignments given by academicians stated that most of the homework is educatory, and given according to their interests and needs. The students who think negatively described the homework as sloppy, excessive, non-explanatory, noneducatory, and expected to be done in a limited time, unsuitable for the student level and the content of the course and knowledge-intensive homework. While students see their ability to use time more flexibly in the process of learning with homework as a positive situation, it has been determined that they see the lack of equal opportunity as a negative situation. Considering the students' views regarding the advantages of face-to-face learning over homework learning, it was found that the view that there is more interaction in face-to-face education is highly emphasized. According to students, a good quality homework should be functional, appropriate to the content of the course, pre-planned, based on interpretation and appropriate to the student level. In addition, when the opinions of students regarding the evaluation of homework were examined, it was determined that the opinion " It must be evaluated impartially " was emphasized the most. At this point, based on the research results, it is suggested that homework must be used as a supportive of formal education not as a stand-alone technique. Since this research only addresses the perspective of specific and one-sided (doing the assignment) participants, it can offer an incomplete perspective to the homework process. In addition, the lack of equal distribution of the participants according to their gender in this study suggests that there may be possible effects of gender on opinions. In this context, future research is recommended to take these situations into account.