Özet:

This research was carried out to examine the opinions of classroom teachers on homework. The research was designed as a phenomenological design. In the research interview technique was used. The data were obtained by semi-structured interview. The data obtained through the interview were analyzed in four stages by content analysis. Criterion sampling method was used in the study. The working group of the research is 17 primary school teachers working in different primary schools in Batman city center in 2018-2019 academic year. According to the results of the research, the aim of classroom teachers to assign homework varies according to the belief whether homework affects student success. Primary school teachers who think that there is a positive relationship between homework and student achievement give homework for the purpose of repetition, reinforcement, feedback and preparation for the next lesson. On the other hand, primary school teachers who do not believe that homework does not affect student achievement do not give homework to the student with the belief that it is not useful. Class teachers give their homework by making use of ready-made resources, changing ready-made studies or preparing themselves. Class teachers pay attention to the frequency, amount, time, and reminders of homework. When class teachers evaluate homework, they constantly monitor homework, use control tools and take some precautions according to the outcome. In primary school, it can be investigated through extensive studies whether homework affects student achievement.

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