Investigating Private Elementary School Students' Attitudes toward Online Homework in Science Lesson

Author(s):

Ali Sagdic(presenting / submitting)Elvan Sahin Nurhan Mumay Yıldız

Conference:

ECER 2015

Network:

Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

ERG SES C 01, ICT and Education

Paper Session

Time:

2015-09-07

11:00-12:30

Room:

397. [Main]

Chair:

Ildiko Hrubos

Contribution

Homework generally refers to extra work completed out of school. It is a very common practice in schools, since it enhances students’ learning. Previous studies support that homework contributes students’ academic performance (Cooper et al, 1998; Bursuck, 1994; Cool & Keith, 1991); improvement of some skills such as time management, responsibility, confidence, persistence, goal setting, planning, and the ability to delay gratification (Muhlenbruck et al., 1999; Bempechat, 2004).

Since internet is integrated to our daily life, the usage of internet based on homework (online homework) has become very popular. Schools, teachers and students actively utilize online homework (OHW). Students can access tests, quizzes, sets of problems, interactive programs etc. via any computer network free from time and location limitations. They can immediately get their feedback.

In the context of the present study, the online homework refers to a system paid off by institution, requires users to log in, compitable with smart phone, pads and computers. Content of the online homework mostly includes online tests. In addition, it is crucial to ensure students’ homework completion by means of warnings and penal sanctions.

Previous studies concerning online homework indicate that online homework is associated with students’ achievement and attitudes. Furthermore some studies also show that online homework is more effective than traditional homework regarding cognitive and effective development of pupils. However, these studies generally focus on college level students and public schools. Therefore, the current study aims to describe private elementary school students’ attitude toward online homework in science lesson, to show the association between students’ grade point average and attitude, and to clarify whether or not there is a difference between grade levels from 5^th to 8^th with respect to dimensions of attitude; usefulness, opinion, and experience. In order to achieve this aim, this study focuses on the following research questions;

What are the private elementary school students’ attitudes toward online homework in science lesson?
Is there a significant relationship between private elementary school students’ attitudes toward online homework and their grade point average in science lesson?
Is there a significant grade level difference in terms of their scores on online homework experience, usefulness, and opinion in science lesson?

Method

This study was cross-sectional survey research since the aim of the current study is to explore private elementary students’ attitude toward online homework in science lesson. The study also intended to clarify a possible relationship between private elementary school students’ attitudes toward online homework and their grade point average in science lesson. With respect to this aspect of the study, it could be regarded as correlational research. Attitude toward Online Homework in Science Lesson Scale (ATOHS) was developed in order to measure students’ attitudes in the context of the current study. Previous scales about online homework such as Attitudes Questionnaire Concerning Online Assignment Checking (Pundak, 2013) and Chemistry Online Homework Evaluation (Babb, 2011) were examined and some of the items were taken from these scales. Preliminary analysis indicated that ATOHS contains three sub-dimensions and thirty-one items. Sub-dimensions were entitled opinion, experience, and usefulness of online homework in science lesson. Sample of the present study was constituted from 5th, 6th, 7th, 8th grade level students at a private school organization using online homework system. Total of 669 students responded the ATOHS. Descriptive analysis were utilized in order to understand students’ attitudes toward online homework in their science lessons. In addition, Pearson correlation was conducted to find out possible relationship between attitude toward online homework and students’ grade point average in science lessons. Finally, multivariate analysis of variance was performed in order to reveal whether or not students differentiate on their grade level in terms of scores on online homework opinion, experience and usefulness in science lessons.

Expected Outcomes

The results of the current study indicate that private elementary school students generally have positive attitude toward online homework in science lessons. Considering sub-dimension of the ATOHS, the mean score was found 3.58 for opinion; 3.86 for experience; 3.18 for usefulness over five points. In order to get an in-depth understanding of students’ attitudes toward online homework, descriptive statistics were also carried out for the each items. For instance; participants support the item that is “If I complete OHW, its main cause is its penalties”. It can be concluded that although participants were not willing, they fulfilled requirements of OHW because of punishment. However participants are in doubt about some items that is “To answer the questions within the OHW provides me understand the subject matter better.”; “I would have completed the OHW even if they were not to be graded.” which may indicate that students focus on their final grades rather than learning process. With respect to relationship between private elementary school students’ attitudes toward online homework and their grade point average (GPA) in science lesson, correlational analysis was conducted. The results showed that there was a strong relationship between GPA and each factor. GPA and opinion scores was correlated (r = .29) with medium effect; GPA and experience scores was correlated (r = .21) with small effect. GPA and usefulness scores was correlated (r=.18) with small effect. The statistical analysis regarding attitudes is also performed considering grade level with MANOVA. The results show that there is a significant mean difference among 5th, 6th, 7th, and 8th grade level participants on the combination of three dependent variables F (3,669) = 17,37, p = .000; Wilks’ Lambda = .80; partial eta squared = .072 indicating medium effect size.

References

Cooper, H., Lindsay, J., Barbara, N., & Greathouse, S . (1998). Relationships among Attitudes About Homework, Amount of Homework Assigned and Completed, and Student Achievement. Journal of Educational Psychology, 90, 70-83. Bursuck, W. (1994). Introduction to the Special Serious on Homework. Journal of Learning Disabilities, 27, 466-469. Cool, V. A., & Keith, T. Z. (1991). Testing a model of school learning: Direct and indirect effects on academic achievement. Contemporary Educational Psychology, 16, 28-44. Muhlenbruck, L., Cooper, H., Nye, B., & Lindsay, J. (1999). Homework and Achievement: Explaining the Different Strengths of Relation at the Elementary and Secondary School Levels. Social Psychology of Education, 3(4), 295-317. Bempechat, J. (2004). The Motivational Benefits of Homework: A Social-Cognitive Perspective. Theory into Practice, 43(3), 189-196. Babb, R. et al. (2011). Online Homework and Student Achievement in a Large Enrollment Introductory Science Course. Journal of College Science Teaching, 40(6), 70-79.

Author Information

Ali Sagdic (presenting / submitting)

Middle East Technical University

Elementary Education

Ankara

Elvan Sahin

Middle East Technical University, Turkey

Nurhan Mumay Yıldız