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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
