Akademik Veri Yönetim Sistemi
JOURNAL OF QUALITATIVE RESEARCH IN EDUCATION-EGITIMDE NITEL ARASTIRMALAR DERGISI, cilt.38, ss.59-85, 2024 (ESCI)
The research aims to examine the opinions of high school teachers about homework.The present study was designed as a phenomenology design, a qualitative research method, according to the researchers.In this study, the researchers developed a semi-structured interview form as a tool for data collection.Six branch teachers working in three different types of high schools, namely Vocational High School, Anatolian High School, and Project-Based Science High School in Erzurum city centre during the 2021-2022 academic year, voluntarily participated. They were included in this research using the maximum variationsampling method. The researchers examined the data obtained using the thematic analysis method. As a result of the analysis, while there were general differences in our teachers' opinions about homework, similarities were seen in using homework as a measurement-evaluation tool. Notably, homework, which serves as an essential method in the educational process, exhibited profound differences among teachers and students. These differences encompasseda broad spectrum, spanning from the type of school to the type of course, encompassing howThe research aims to examine the opinions of high school teachers about homework.The present study was designed as a phenomenology design, a qualitative research method, according to the researchers.In this study, the researchers developed a semi-structured interview form as a tool for data collection.Six branch teachers working in three different types of high schools, namely Vocational High School, Anatolian High School, and Project-Based Science High School in Erzurum city centre during the 2021-2022 academic year, voluntarily participated. They were included in this research using the maximum variationsampling method. The researchers examined the data obtained using the thematic analysis method. As a result of the analysis, while there were general differences in our teachers' opinions about homework, similarities were seen in using homework as a measurement-evaluation tool. Notably, homework, which serves as an essential method in the educational process, exhibited profound differences among teachers and students. These differences encompasseda broad spectrum, spanning frThe research aims to examine the opinions of high school teachers about homework.The present study was designed as a phenomenology design, a qualitative research method, according to the researchers.In this study, the researchers developed a semi-structured interview form as a tool for data collection.Six branch teachers working in three different types of high schools, namely Vocational High School, Anatolian High School, and Project-Based Science High School in Erzurum city centre during the 2021-2022 academic year, voluntarily participated. They were included in this research using the maximum variationsampling method. The researchers examined the data obtained using the thematic analysis method. As a result of the analysis, while there were general differences in our teachers' opinions about homework, similarities were seen in using homework as a measurement-evaluation tool. Notably, homework, which serves as an essential method in the educational process, exhibited profound differences among teachers and students. These differences encompasseda broad spectrum, spanning from the type of school to the type of course, encompassing how homework was implemented and the approaches students took towards it. Furthermore, the researchers identified that the primary motivation for completing homework in high school either stemmed from anxiety about receiving grades or arosefrom the preference of senior students for a single type of homework (question-solving) as they strivedto prepare for university exams.By examining the perspectives of high school teachers, this study significantly contributes to our understanding of the potential effects of homework on stThe research aims to examine the opinions of high school teachers about homework.The present study was designed as a phenomenology design, a qualitative research method, according to the researchers.In this study, the researchers developed a semi-structured interview form as a tool for data collection.Six branch teachers working in three different types of high schools, namely Vocational High School, Anatolian High School, and Project-Based Science High School in Erzurum city centre during the 2021-2022 academic year, voluntarily participated. They were included in this research using the maximum variationsampling method. The researchers examined the data obtained using the thematic analysis method. As a result of the analysis, while there were general differences in our teachers' opinions about homework, similarities were seen in using homework as a measurement-evaluation tool. Notably, homework, which serves as an essential method in the educational process, exhibited profound differences among teachers and students. These differences encompasseda broad spectrum, spanning from the type of school to the type of course, encompassing how homework was implemented and the approaches students took towards it. Furthermore, the researchers identified that the primary motivation for completing homework in high school either stemmed from anxiety about receiving grades or arosefrom the preference of senior students for a single type of homework (question-solving) as they strivedto prepare for university exams.By examining the perspectives of high school teachers, this study significantly contributes to our understanding of the potential effects of homework on student success and learning processes.udent success and learning processes.m the type of school to the type of course, encompassing how homework was implemented and the approaches students took towards it. Furthermore, the researchers identified that the primary motivation for completing homework in high school either stemmed from anxiety about receiving grades or arosefrom the preference of senior students for a single type of homework (question-solving) as they strivedto prepare for university exams.By examining the perspectives of high school teachers, this study significantly contributes to our understanding of the potential effects of homework on student success and learning processes. homework was implemented and the approaches students took towards it. Furthermore, the researchers identified that the primary motivation for completing homework in high school either stemmed from anxiety about receiving grades or arosefrom the preference of senior students for a single type of homework (question-solving) as they strivedto prepare for university exams.By examining the perspectives of high school teachers, this study significantly contributes to our understanding of the potential effects of homework on student success and learning processes.