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Bu araştırmanın amacı, ödevlendirmelerin öğrencilere etkilerine ilişkin öğretmen görüşlerini belirlemektir. Araştırmada tarama modeli kullanılmıştır. Çalışmanın evrenini 2017-2018 eğitim-öğretim yılında Ankara İli Çankaya ve Etimesgut ilçelerinde resmi ilkokul ve ortaokullarda görev yapan 7640 öğretmen, örneklemini ise bu öğretmenler arasından basit tesadüfî örnekleme yöntemi ile seçilen 783 öğretmen oluşturmuştur. Öğretmen görüşlerini belirlemek amacıyla araştırmacılar tarafından geliştirilen anket uygulanmıştır. Verilerin çözümlenmesinde t-testi, tek-yönlü varyans analizi, frekans, yüzdeli değerler ve tukey testi kullanılmıştır. Eğitimde ödevlendirmenin öğrenci gelişimine etkisi akademik (bilişsel), duyuşsal ve sosyal alt boyutlarında incelenmiştir. Eğitimde ödevlendirmenin öğrenci gelişimine etkisine ilişkin öğretmen görüşleri akademik (bilişsel) boyutta olumlu iken, duyuşsal ve sosyal boyutta daha az düzeyde olumlu olduğu tespit edilmiştir. Ödevlendirmenin öğrencilerin gelişimine etkisine ilişkin öğretmenlerin görüşleri “cinsiyet”, “kıdem”, “branş”, “sosyo-ekonomik ortam” değişkenlerine göre anlamlı farklılık gösterirken, okul türü “ve “eğitim düzeyi” değişkenlerine göre anlamlı bir farklılık tespit edilmemiştir.
The purpose of this research is to determine teachers’ opinions about the effects of assignments on students. The research has used a screening model. The universe of the study in the 2017-2018 educational year was formed by 7640 teachers who worked in the official primary and secondary schools in the provinces of Ankara and Etimesgut, and 783 teachers who were selected by the simple random sample method among these teachers. A survey developed by researchers was implemented in order to determine the teachers' opinions. In the analysis of data, t-test, one-way variance analysis, frequency, percentage values and tukey test were used. The impact of teaching in education on student development has been studied in the academic (cognitive), sensory and social subdimensions. Teacher's opinions on the impact of teaching in education on student development have been found to be positive in academic (cognitive) dimensions, while less positive in sensual and social dimensions. The opinions of teachers on the impact of teaching on the development of students differ significantly according to the variables of "gender", "gender", "industrial", "socio-economic environment", while a significant difference according to the variables of the school type "and "education level" has not been identified.
The aim of this research is to find out the teachers’ opinions about homework. The scanning model was used in the research. The universe of the research consists of 7640 teachers who work in Primary and Secondary schools, affiliated with the National Ministry of Education, in Ankara province, Çankaya and Etimesgut metropolitan districts in the 2017-2018 academic year. The sample of this research is 783 teachers from 7640 teachers chosen by the random sampling method. The researcher made a survey to determine teachers’ idea about the research. T-test, one-way analysis of variance, frequency, percentage and tukey test were used to analyze the data. The effect of homework assignment on student development is examined in academic (cognitive), affective and social sub-dimensions. While teachers' opinions were positive in the academic (cognitive) dimension, they reported less positive effect of homework in affective and social sub-dimensions. Teachers' views on the impact of homework on students’ development showed a significant difference in terms of the variables of ‘gender’, ‘seniority,’ ‘branch’, and ‘socio-economic environment’ while there was no significant difference in terms of ‘school type’ and ‘education level’ variables.
Field : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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