An investigation of classroom teachers' homework design and feedback processes

Homework is a task that students are obliged to complete throughout their educational journey. Teachers design homework and implement in-class feedback practices, taking into consideration factors such as teaching objectives, students' learning levels, and socio-economic conditions. Teachers play a crucial role in managing this process, making them an important source of information in examining the homework and feedback process. This study aims to explore the processes of classroom teachers designing homework and providing feedback, specifically in the context of mathematics lessons. The research adopts a comparative case study design, one of the qualitative research methods. The participants of the study include three classroom teachers selected through the criterion sampling method. In alignment with the research questions, the data obtained through a semi structured interview form comprising open-ended questions, audio/video recordings of classroom teachers' homework practices, observation, and examination of the homework assignments on the subject of subtraction were analyzed using descriptive analysis and content analysis techniques. The findings reveal that participants assign homework for various purposes, such as reinforcing the subject, instilling a sense of responsibility in students, fostering internal motivation, promoting study habits, and providing feedback. However, participants faced challenges related to accessing resources and inadequate textbooks. Observations indicate that classroom teachers employ different feedback methods, including individual feedback, class feedback, and peer feedback. Consequently, it is concluded that participants' approaches to homework design and feedback processes vary based on their professional experience and the socio-economic environment in which they operate. In light of these results, recommendations are provided for practitioners, policymakers, and researchers