An Investigation of students‘ homework self-regulation and teachers‘ homework practices s

Download
2013
Taş, Yasemin
This study investigated Grade 7 students’ Science and Technology homework self-regulation in relation to science achievement and teachers’ homework practices. This was a nationwide study; 8318 seventh grade students and 344 Science and Technology teachers in Turkey participated. Participating students completed Student Homework Scale and Science Achievement Test while their Science and Technology teachers responded to the items in Teacher Homework Scale. Hierarchical Linear Modeling (HLM) analyses were conducted due to the nested structure of data. Results revealed that controlling for students’ prior-achievement and gender, students’ perceptions of homework quality and feedback provided on homework predicted students’ homework self-regulation (i.e., goal orientations in homework, homework procrastination, and homework strategy use) and science achievement. Moreover, pursuing high levels of mastery and low levels of work-avoidance goals, having low tendency to procrastinate homework, and using deep learning strategies during homework positively predicted science achievement. Class level analyses revealed that students in classes with higher average perceptions of homework quality were espoused to more mastery and performance goals and less work-avoidance goals; were less likely to delay homework; and used more homework management and deep learning strategies than students in other classes. Besides, students’ shared perceptions of homework feedback positively predicted students’ homework management and deep learning strategy use, and achievement. Additionally, students in classes with higher teacher support for deep learning strategy use performed better on the science achievement test than did students in other classes.

Suggestions

Multilevel analysis of students science achievement in relation to constructivist learning environment perceptions, epistemological beliefs, self-regulation and science teachers characteristics
Pamuk, Savaş; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Education (2014)
This study aimed to examine student science achievement in relation to constructivist learning environment perceptions, epistemological beliefs, self-regulation and science teacher characteristics. Data were collected using a battery of instruments administered to both 137 science teachers and their 3281 seventh grade students in Ankara, Turkey. Several Hierarchical Linear Modeling analyses were conducted to analyze the two level-data which were student-level that were self-regulation (i.e., self-efficacy, ...
The Effect of 7E learning cycle instruction on 6th grade students‘ conceptual understanding of human body systems, self-regulation, scientific epistemological beliefs, and science process skills
Gök, Gülsüm; Sungur, Semra; Öztekin, Ceren; Department of Elementary Education (2014)
This study investigated Grade 7 students’ Science and Technology homework self-regulation in relation to science achievement and teachers’ homework practices. This was a nationwide study; 8318 seventh grade students and 344 Science and Technology teachers in Turkey participated. Participating students completed Student Homework Scale and Science Achievement Test while their Science and Technology teachers responded to the items in Teacher Homework Scale. Hierarchical Linear Modeling (HLM) analyses were cond...
Investigating elementary students’ motivation towards science learning: a cross age study
Güvercin, Özge; Öztekin, Ceren; Department of Educational Sciences (2008)
This study investigated the effects of grade level and gender on elementary school students’ motivation towards science learning. This study was carried out during 2007-2008 fall semester at 12 public elementary schools in Yenimahalle districts of Ankara. A total of 2231 students (1121 boys, 1093 girls, 17 did not report their gender) participated in the study. In terms of grade level, 1164 were enrolled in 6th grade level and 1055 in 8th grade (12 did not report their grade level). Data were collected thro...
The Investigation of pedagogical content knowledge of teachers : the case of teaching genetics
Aydemir, Murat; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Education (2014)
In this study science teachers’ content knowledge and pedagogical content knowledge (PCK) on genetics was investigated with respect to science teachers’ knowledge of curriculum, knowledge of students, and knowledge of teaching strategies. Five experienced science teachers (one male and four female) teaching genetics to 8th grades from five middle schools participated in the study. Case study, one of the qualitative research designs, was adopted as a research design. In order to gather information on content...
Examining middle school students' understanding of the nature of science
Çelikdemir, Meliha; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2006)
The aim of this study is to investigate the elementary school students’ understandings of the nature of science (NOS). A total of 1949 students (1026 sixth graders and 923 eighth graders) from six different elementary schools participated in the study. “Nature of Science Questionnaire for Elementary Level (E-NOS)” questionnaire, adapted from Views on Science-Technology-Society (VOSTS) developed by Aikenhead, Fleming and Ryan (1989) and Views on Nature of Science (VNOS-D) constructed by Lederman, Adb-El-Khal...
Citation Formats
Y. Taş, “An Investigation of students‘ homework self-regulation and teachers‘ homework practices s,” Ph.D. - Doctoral Program, Middle East Technical University, 2013.