HOMEWORK IN ELEMENTARY SCHOOL

Sevim Güven, Demet Şahin Kalyon

Abstract


The foundation of academic success is often laid during the years when students first encounter a structured learning environment. An essential part of this process is, undoubtedly, homework. Well-planned assignments not only reinforce the retention of knowledge learned in the classroom but also help students develop a sense of responsibility and contribute to the improvement of time management skills from an early age. Additionally, homework supports the development of problem-solving and critical thinking skills while also strengthening students’ academic discipline and self-regulation abilities. On the other hand, critics of homework argue that assignments create excessive stress for children, reduce family interaction time, and raise questions about whether they genuinely enhance academic achievement. This study aims to examine teachers' perspectives on homework practices in primary schools, focusing on how classroom teachers conceptualize and implement homework. A qualitative research approach was adopted in the study, which was designed based on the phenomenological pattern. The study participants consisted of 23 elementary teachers selected through a purposive sampling method. Data were collected through e-interviews, where a 12-question interview form was sent via email to participants, and their responses were obtained. The collected data were analyzed using content analysis. According to the study results, the primary reasons for assigning homework include reinforcing and reviewing learned knowledge. Additionally, ensuring that homework is appropriate for the students’ level was identified as a significant factor. The findings also indicate that research-based and observational assignments are more commonly given, that homework should not take up excessive student time, and that the primary factors preventing students from completing their homework include TV, tablet, and smartphone use. Furthermore, another significant finding highlights that parental support plays a crucial role in overcoming issues related to homework.

 

Article visualizations:

Hit counter


Keywords


homework, elementary teachers, teachers' perspectives

Full Text:

PDF

References


A, Hafezi., Samira, E. (2022). Investigating the Relationship Between Homework and Academic Achievement in Elementary Students. Journal of Social, Humanity, and Education, 2(3). https://doi.org/10.35912/jshe.v2i3.813

Ahmad, S., Ali, A., Umer, Z., Amin, F., Shakoor, A., & Khan, S. A. (2022). Importance of homework on the academic achievements of the students at private sector schools of district Nowshehra, Kpk. Webology, 19(2).10164-10174. Retrieved from https://www.webology.org/data-cms/articles/20230121014952pmWEBOLOGY%2019%20(2)%20-%20728.pdf

Arslan, Ö., & Arseven, İ. (2022). İlkokul ve Ortaokul Öğretmenlerinin Uzaktan Eğitim Sürecinde Ev Ödevlerine İlişkin Görüşleri. Eğitim Bilim Ve Araştırma Dergisi, 3(1), 196-232. https://doi.org/10.54637/ebad.1075958

Arslan, A., & Elma, M. (2023). Ev Ödevlerinin öğretmen görüşlerine göre analizi: bir olgu bilim araştırması. Milli Eğitim Dergisi, 52(238), 981-1010. https://doi.org /10.37669 / milliegitim. 1092679

Baynazoğlu, L. (2019). Sınıf öğretmenlerinin ev ödevleri hakkındaki görüşlerinin incelenmesi. Milli Eğitim Dergisi, 48(221), 51-71. Retrieved from https://dergipark.org.tr/tr/pub/milliegitim/issue/43527/532803

Büyüktokatlı, N. (2009). Examining teachers' views on homework practices in primary education. Master's Thesis, Selcuk University

Caronia, L., & Colla, V. (2023). Beyond school-related learning: Parent-child homework talk as a morality building activity. Learning, Culture and Social Interaction, 43, 100778.

Cathy, V. (2010). Five hallmarks of good homework. Educational Leadership, 68(1), 10-15.

Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85-91. Retrieved from https://www.ascd.org/el/articles/five-hallmarks-of-good-homework

Cooper, H., Jackson, K., Nye, B., & Lindsay, J. J. (2001). A model of homework's influence on the performance evaluations of elementary school students. The Journal of Experimental Education, 69(2), 181-199. Retrieved from https://psycnet.apa.org/doi/10.1080/00220970109600655

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003. Review of Educational Research, 76(1), 1-62. https://doi.org/10.3102/00346543076001001

Cooper, H. (2007). The battle over homework: Common ground for administrators, teachers, and parents (3rd ed.). Corwin Press. https://doi.org/10.4135/9781483329420

Corno, L., & Xu, J. (2004). Homework as the Job of Childhood. Theory Into Practice, 43(3), 227–233. https://doi.org/10.1207/s15430421tip4303_9

Crawford, L., Leuzinger, J., Brannon, S., & Hamner, J. (2015). Fear of Negative Evaluation: Differences amongst librarians. Library and Leadership Management, 29(3). https://doi.org/10.5860/LLM.V29I3.7096

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications. Retrieved from https://revistapsicologia.org/public/formato/cuali2.pdf

Davidovitch, N, & Yavich, R. (2017). Views of Students, Parents, and Teachers on Homework in Elementary School. International Education Studies, doi: 10.5539/IES.V10N10P90. Retrieved from https://files.eric.ed.gov/fulltext/EJ1156304.pdf

Dobbs, C. L., Leider, C. M., Bempechat, J., & Jimenez-Silva, M. (2025). “Just for the sake of giving ıt:” An exploration of elementary teachers’ beliefs about homework practices. Journal of Education, 205(1), 30-43. https://doi.org/10.1177/00220574241235685

Dolean, D. D., & Lervag, A. (2021). Variations of homework amount assigned in elementary school can impact academic achievement. The Journal of Experimental Education, 90(2), 280–296. https://doi.org/10.1080/00220973.2020.1861422

Duban, N. (2016). Sınıf öğretmenlerinin ev ödevleri hakkındaki görüşleri. International Journal of Education Technology and Scientific Researches, 1(1), 55-67. Retrieved from https://ijetsar.com/Makaleler/777581379_5.%2055-67nil%20duban.pdf

Dudley-Marling, C. (2003). How School Troubles Come Home: The Impact of Homework on Families of Struggling Learners. Current Issues in Education, 6. https://cie.asu.edu/ojs/index.php/cieatasu/article/download/1681/692

Epstein, J. L., & Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychologist, 36(3), 181-193. https://doi.org/10.1207/S15326985EP3603_4

Küçüker, E., Kaçar, E. (2023). İlkokulda Ev Ödevinin Anlamı, İşlevi, Öğrenci Başarısına Etkisi, Dönütü ve Aile Katılımı. Uluslararası Türk Eğitim Bilimleri Dergisi, doi: 10.46778/goputeb.1255121. Retrieved from https://www.semanticscholar.org/paper/%C4%B0lkokulda-Ev-%C3%96devinin-Anlam%C4%B1%2C-%C4%B0%C5%9Flevi%2C-%C3%96%C4%9Frenci-ve-K%C3%BC%C3%A7%C3%BCker-Ka%C3%A7ar/9b3afc1f7a8dba50eda0ad190cd6578496cb8f6d

Fitzmaurice, H., Flynn, M., & Hanafin, J. (2020). Primary teachers’ homework practices: Identity, expectations, policies and cultural values. Issues in Educational Research, 30(3), 897–919. https://www.iier.org.au/iier30/fitzmaurice.pdf

Galloway, M., Conner, J., & Pope, D. (2013). Nonacademic Effects of Homework in Privileged, High-Performing High Schools. The Journal of Experimental Education, 81(4), 490–510. https://doi.org/10.1080/00220973.2012.745469

Gardhouse, K. (2015). Impacts of Stress and Therapy Homework on Momentary Assessments of Positive and Negative. https://tspace.library.utoronto.ca/bitstream/1807/70 334/3/Gardhouse_ Katherine 201511_MA_thesis.pdf

Going Down the Drain: The Rise of Negative Evaluations and The Fall of Organizations. (2022). 2022(1). https://doi.org/10.5465/ambpp.2022.16300symposium

Gray, L.-A. (2019). Homework: Students, Parents, Families, and Teachers (pp. 103–107). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030- 28083-3_10

Guo, L., Li, J., Xu, Z., Hu, X., Liu, C., Xing, X., Li, X., et al. (2024). The relationship between homework time and academic performance among K-12 students: A systematic review. Campbell Systematic Reviews, 20(3), e1431. https://doi.org/10.1002/cl2.1431

Güneş, F. (2014). Eğitimde Ödev Tartışmaları. Bartın University Journal of Faculty of Education, 3(2), 1-25. Retrieved from https://dergipark.org.tr/en/pub/buefad/issue/3815/51231

Hafezi, A., & Etemadinia, S. (2022). Investigating the relationship between homework and academic achievement in elementary students. Journal of Social, Humanity, and Education, 2(3), 185-195. Retrieved from https://goodwoodpub.com/index.php/jshe/article/view/813

Holte, K. L. (2016). Homework in primary school: Could it be made more child-friendly?. Studia paedagogica, 21(4), 13-33.

Johnson, D. A. (2017). Evaluating homework in high school physics. 1–49. https://scholarworks.montana.edu/xmlui/handle/1/13669

Keith, T. Z., Reimers, T. M., Fehrmann, P. G., Pottebaum, S. M., & Aubey, L. W. (1986). Parental involvement, homework, and TV time: Direct and indirect effects on high school achievement. Journal of Educational Psychology, 78(5), 373. Retrieved from https://psycnet.apa.org/record/1987-02490-001

Kjersti, Lien, Holte. (2016). Homework in Primary School: Could ıt be made more child-friendly?. Studia Paedagogica, 21(4). https://doi.org/10.5817/SP2016-4-1

Lu, X. (2024). Research on the Design and Implementation of Students’ Homework Based on Primary School Mathematics Core Literacy. Journal of Educational Theory and Practice, 1(1), 54–64. https://doi.org/10.62177/jetp.v1i1.36

Martín-Perpiñá, M. de las M., Viñas Poch, F., & Malo Cerrato, S. (2019). Media multitasking impact in homework, executive function and academic performance in Spanish adolescents. Psicothema, 31(1), 81–87. https://doi.org/10.7334/PSICOTHEMA2018.178

Mehta, M., & Mehta, N. (2023). Impact of Experiential Learning on Learning Outcomes Among Engineering Students Based on Kolb’s Model: A Netnography Study. Journal of Engineering Education Transformations, 37(2), 51–59. https://doi.org/10.16920/jeet/2023/v37i2/23149

Murillo, F. J., & Martínez-Garrido, C. (2012). Homework Influence on academic performance. A study of Iberoamerican students of Primary Education. Revista De Psicodidactica, 18(1), 157–178. https://doi.org/10.1387/REVPSICODIDACT.6156

Negative evaluation as a cause for prolonged processing of negations in speech. (2023). https://doi.org/10.37892/978-5-6049527-1-9-7

Negru, I & Sava, S., (2022). Reflections, perceptions and practices in formulating and evaluating homework in primary education. Revista de pedagogie, LXX(2). http://dx.doi.org/10.26755/RevPed/2022.2/93

Negru, I., & Sava, S. (2023). Homework’s Implications for the Well-Being of Primary School Pupils—Perceptions of Children, Parents, and Teachers. Neveléstudomány. https://doi.org/10.3390/educsci13100996

Ok, M., & Çalışkan, M. (2019). Ev Ödevleri: Öğretmen, Öğrenci ve Veli Görüşleri. OPUS International Journal of Society Researches, 11(18), 594-620. https://doi.org/10.26466/opus.544599

Özcan, Z. Ç., & Erktin, E. (2015). Enhancing Mathematics Achievement of Elementary School Students through Homework Assignments Enriched with Metacognitive Questions. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1415–1427. https://doi.org/10.12973/EURASIA.2015.1402A

Paschal A.R. Weinstein T. Walberg, H.J. ( 1984). The Effects of Homevvork on Learning: A Quantitative Synthesis. Journal of Educational Research, 78, 97-104

Pelletier, R., & Normore, A. H. (2013). The Predictive Power of Homework Assignments on Student Achievement in Mathematics. https://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1266&context=sferc

Rahma, F. T. (2022). Terapi kognitif untuk menurunkan kecemasan mendapat penilaian negatif pada individu dewasa. Procedia: Studi Kasus Dan Intervensi Psikologi, 10(3), 77–82. https://doi.org/10.22219/procedia.v10i3.19273

Ritonga, D. A., Azmi, C., & Sunarno, A. (2020). The Effect of e-Learning Toward Student Learning Outcomes. 29–30. https://doi.org/10.2991/AHSR.K.200305.010

Rønning, M. (2011). Who benefits from homework assignments? Economics of Education Review, 30(1), 55–64. https://doi.org/10.1016/J.ECONEDUREV.2010.07.001

Rosário, P., Cunha, J., Nunes, T., Nunes, A. R., Moreira, T., & Núñez, J. C. (2019). “Homework should be… but we do not live in an ideal world”: Mathematics teachers’ perspectives on quality homework and on homework assigned in elementary and middle schools. Frontiers in Psychology, 10, 224. https://doi.org/10.3389/fpsyg.2019.00224

Sanders, M. G., & Aplin-Houtz, M. J. (2023). Hidden gems in student evaluations of teaching– a treasure trove of opportunities to improve teaching outcomes in accounting. The International Journal of Management Education, 21(2), 100775. https://doi.org/10.1016/j.ijme.2023.100775

Sasikala, P., & Ravichandran, R. (2024). Study on the Impact of Artificial Intelligence on Student Learning Outcomes. Journal Of Digital Learning And Education, 4(2), 145–155. https://doi.org/10.52562/jdle.v4i2.1234

Schmitt, R. D. (2000). Effect of homework on student commitment, growth and performance. https://opus.uleth.ca/handle/10133/975

Schuster, N. C. (2009). The Impact of Homework and Homework Preferences in Ninth Grade Geography. https://files.eric.ed.gov/fulltext/ED507308.pdf

Shwan, H., & H., Alshatri. (2023). Analysis of The Causes of Negligence of Homework in Elementary School Students in Iraq. Indonesian journal of science and mathematics education, doi: 10.24042/ijsme.v6i2.16087. Retrieved from https://doaj.org/article/c3bfa9cac96c4128ab8fe75fa34e9077

Solomon, Y., Warin, J., & Lewis, C. (2002). Helping with Homework? Homework as a Site of Tension for Parents and Teenagers. British Educational Research Journal, 28(4), 603–622. https://doi.org/10.1080/0141192022000005850A

Suárez, N., Núñez, J. C., Vallejo, G., Cerezo, R., Regueiro, B., & Rosário, P. (2017). Tareas para casa, rendimiento académico e implicación de padres y profesores. International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, 7(1), 417–424. https://doi.org/10.17060/IJODAEP.2014.N1.V7.811

Sumantri, S. (2024). The Effect of Virtual Reality Learning Media on Student Social Studies Learning Outcomes in Junior High Schools. KnE Social Sciences. https://doi.org/10.18502/kss.v9i2.14853

Trautwein, U., Lüdtke, O., Schnyder, I., & Niggli, A. (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98(2), 438-456. https://doi.org/10.1037/0022-0663.98.2.438

Trautwein, U., Köller, O. (2003). The Relationship Between Homework and Achievement—Still Much of a Mystery. Educational Psychology Review 15, 115–145 https://doi.org/10.1023/A:1023460414243

Triana, R., & Napitupulu, Ir. T. A. (2021). The Effect of Virtual Reality on Learning Outcomes Mediated by Interaction and Learning Experiences. 12(6), 3743–3753. https://turcomat.org/index.php/turkbilmat/article/view/7173

Turan Ö., E., Karakoç, B. ve Kara, K. (2017). İlkokulda Verilen Ev Ödevlerine İlişkin Öğretmen ve Veli Görüşlerinin Değerlendirilmesi, International Journal of Eurasia Social Sciences, 8(30), 1849-1890. Retrieved from https://www.researchgate.net/publication/344326411_Ilkokulda_Verilen_Ev_Odevlerine_Iliskin_Ogretmen_ve_Veli_Goruslerinin_Degerlendirilmesi_Evaluation_of_the_teachers_and_parents_view_about_the_homeworks_given_in_the_primary_school

Uskova I. V. The Problem of Homework in a Modern Primary School // Primary Education. 2024. no. 1. pp. 28-32. DOI: https://doi.org/10.12737/1998-0728-2024-12-1-28-32 (Date of access 03.02.2025).

Valle, A., Pan, I., Núñez, J. C., Rosário, P., Rodríguez, S., & Regueiro, B. (2015). Deberes escolares y rendimiento académico en Educación Primaria. Anales de Psicología / Annals of Psychology, 31(2), 562–569. https://doi.org/10.6018/analesps.31.2.171131

Valle, A., Regueiro, B., Núñez, J. C., Rodríguez, S., Piñeiro, I., & Rosário, P. (2016). Academic goals, student homework engagement, and academic achievement in elementary school. Frontiers in Psychology, 7, 463. https://doi.org/10.3389/fpsyg.2016.00463

Van Voorhis, F. L. (2004). Reflecting on the Homework Ritual: Assignments and Designs. Theory Into Practice, 43(3), 205–212. http://www.jstor.org/stable/3701522

Vassiloudis, I., & Chalda, V. (2024). Online homework assignments: A case study for 5th grade of primary school in Greece. Computers and Children, 3(2), em007. https://doi.org/10.29333/cac/15210

Vatterott, C. (2018). Rethinking homework: Best practices that supports diverse needs (2nd edition). ASCD.

Vatterott, C. (2022). Homework. Routledge. https://doi.org/10.4324/9781138609877-REE98-1

Walberg, H. J., Paschal, R. A., & Weinstein, T. (1986). Effective schools use homework effectively. Educational Leadership, 43(8), 58. Retrieved from https://files.ascd.org/staticfiles/ascd/pdf/journals/ed_lead/el_198605_walberg.pdf

Zalles, R. (2019). 5. Reexamining Homework to Teach Executive Functioning in Elementary Schools. doi: 10.33015/DOMINICAN.EDU/2019.EDU.12. Retrieved from https://scholar.dominican.edu/cgi/viewcontent.cgi?article=1011&context=education-masters-theses

Zenuni-Idrizi, V., & Lutfiu-Kadriu, L. (2024). The impact of regularly checking homework on students’ success in primary school. 6(11–12), 178–183. https://doi.org/10.62792/ut.education.v6.i11-12.p2653

Zhao, L., & Wang, X. (2024). Impact of homework time on adolescent mental health: Evidence from China. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2024.103051




DOI: http://dx.doi.org/10.46827/ejes.v12i5.5913

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Sevim Güven, Demet Şahin Kalyon

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).