“ÜNİVERSİTE ÖĞRENCİLERİN ÖDEVLERE KARŞI TUTUMU VE ÖDEVLERİN BAŞARIYA ETKİSİ
Bu çalışmanın amacı öğrencilerin ödevlere karşı tutumunu araştırmak ve ödevyapma durumu ile akademik &TOEFL ITP başarısı arasında bir ilişki var mı bulmaya çalışmaktır. Bu bağlamda üç konu araştırılmıştır:1. Öğrencilerin ödevlerekarşı tutumu nedir?; 2. Ödevlerin öğrencilerin akademik başarılarına (ara sınav vevize sınavlarına) etkisi nedir?; 3. Ödevlerin TOEFL ITP başarısına etkisi nedir?.Bu amaçla 2011-2012 akademik yılında TOBB Ekonomi ve Teknoloji Üniversitesi(TOBB ETU) Hazırlık Okulu’ nda bir araştırma yürütülmüştür. İlk olarak, öğrencilerin ödevlere karşı tutumu hakkında bilgi sahibi olabilmek amacıyla 286öğrencinin katıldığı bir sormaca kullanılmıştır. Ayrıca, ikinci ve üçüncü sorularacevap bulabilmek için 2011-2012 eğitim öğretim yılı süresince doğrusal bir çalışma yürütülmüş ve 450 öğrencinin bir yıl boyunca aldıkları Ödev Yapma Notları (APnotları), ara sınav notları, vize sınavı notları ve TOEFL ITP sınavı notları derlenmiş ve hesaplanmıştır. Daha sonra istatistiksel analizler yapılmış ve öğrencilerinödevlere karşı tutumu ve ödevlerin öğrencilerin akademik ve TOEFL ITPbaşarılarına etkisi hesaplanmıştır
Anahtar Kelimeler:
Öğrenci tutumu, dil ödevleri, başarı
“UNIVERSITY STUDENTS’ ATTITUDE TO HOMEWORK AND THE EFFECT OF HOMEWORK ON SUCCESS”*
Present study aims to investigate students’ attitude to language homework and findif there is a relation between homework completion and academic & TOEFL ITPsuccess, so three subjects have been searched: 1.What is the students’ attitude tolanguage homework?; 2. What is the effect of homework on academic success (students’ success in quizzes and mid-terms)?; 3.What is the effect of homework onTOEFL ITP success? To this end, a research was conducted at TOBB University ofTechnology and Economics (TOBB ETU) Preparatory School in 2011-2012 academic year. First, to learn about students’ attitude to homework 286 studentsanswered a questionnaire. Additionally, to answer the second and the third questions a linear study was conducted throughout 2011-2012 academic year and450 students’ homework completion grades (AP grades), quiz and midterm grades,and TOEFL ITP grades have been collected. Then statistical analyzes were doneand students’ attitude to homework and the effect of homework on academic success and TOEFL ITP success were calculated
Keywords:
Student attitude, language homework, success,
___
- Bailey, D. P.; Onwuegbuzıe, J. A. (2002), The Role of Study Habits in Foreign Language Courses. Assesment and Evaluation in Higher Education, Vol. 27, No. 5, 465-473.
- Bempechat, J. (2004), The Motivational Benefit of Homework: A Social- Cognitive Perspective. Theory Into Practice, Vol. 43, Number 3, Summer 2004, 189-196.
- Brophy, J. (1986), Teacher Influences on Student Achievement. American Psychologist, Vol: 41(10), 1069-1077.
- Cooper, H.; Robinson, J. C.; Patall, A. E. (2006), Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003. Review of Educational Research, Vol. 76, No. 1, 1-62.
- Cooper, H.; Valentine, C. J. (2001), Using Research to Answer Practical Questions About Homework. Educational Psychology, 36 (3), 143-153.
- Cooper, H.; Lindsay, J. J. ; Nye, B. (2000), Homework in the Home: How Student, Family and Parenting-Style Differences Relate to the Homework Process .Contemporary Educational Psychology 25, 464-487.
- Corno, L.; Xu, J. (2004), Homework as the job of Childhood. Theory Into Practice, Vol: 43, Number: 3, 227-233.
- Epstein, L. J. ; Van Voorhis, L. F. (2001), More Than Minutes: Teachers’ Role in Designing Homework, Educational Psychology, 36 (3), 181-193.
- Keith, Z. T. (1982), Time spent on homework and highschool grades: A large-sample path analysis. Journal of Educational Psychology, Vol: 74 (2), 248-253.
- Muhlenbruck, L.; Cooper; H.; Nye, B.; Lindsay J.J. (2000),Homework and achievement: Explaining the different strengths of relation at the elementary and secondary school level. Social Psychology of Education 3, 295-317.
- Paschal, A. R.; Wenstein, T.; Walberg, J. H. (1984), The Effects of Homework on Learning: A quantitative Synthesis. The Journal of Educational Research, Vol. 78, No. 2, 97- 104.
- Ronning, M. (2011),Who benefits from the assignments? Economics of Education Review, 30, 55-64.
- Stirling, Johanna (2000), How can we make homework an effective tool for language learning?. Retrieved 03 March 2012, from English Language Garden http://www.elgweb.net/hwk_article.html
- Trautwein, U.; Lüdtke, O. (2009), Predicting homework motivation and homework effort in six school subjects: The role of the person and family characteristics, classroom factors, and school track. Learning and Instruction, 19, 243-258.
- Trautwein, U. (2007), The Homework – Achievement Relation Reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning andInstruction, Vol: 17, 372-388.
- Trautwein , U.; Köller, O. (2003), The relationship Between Homework andAchievement – Still Much of a Mystery. Educational Psychology Review, Vol. 15, No. 2, 115-144.
- Villas-Boas, A. (1998), Homework, AcademicAchievement, Education, Parent and Child. Assosiation for Childhood Education International, Vol.: 74, No.6. Retrieved 10 May 2012, from http://www.freepatentsonline.com/article/ChildhoodEducation/21078548.html
- Walberg, J. H.; Paschal, A. R.; Weinstein, T. (1985), Homework’s Powerful Effects on Learning. Educational Leadership, April 1985, 76-79.
- Wallinger, M. L. (2000), The Role of Homework in Foreign Langugae Learning. Foreign Langugae Annals, Vol. 33, No.5, 483-496.
- Warton, M. P. (2001), The forgotten Voice in Homework: Views of Students. Educational Psychologist 36 (3), 155-165.
- Xu, J. (2005), Purposes for Doing Homework Reported by Middle and High School Students. The Journal of Educational Research, Vol. 99, 146-55.
- ISSN: 1300-3542
- Yayın Aralığı: Yılda 2 Sayı
- Başlangıç: 2004
- Yayıncı: Ankara Üniversitesi TÖMER