ERG SES C 01, ICT and Education
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 5th to 8th 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?
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.
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