The effect of 8th grade mathematics course frequency of homework followig on students success in mathematics course

This research was carried out to determine the effect of the frequency of following the mathematics lesson homework of the 8th grade students on the mathematics lesson success of the students. The model of this research is the relational screening model, since the relationship between the frequency of following homework by mathematics teachers and the success of students in mathematics lesson. The 8th grade students and mathematics teachers of Korea, Turkey and Egypt countries participating in the TIMSS 2019 application constitute the study group of the research. The data collection tools of the research consisted of a mathematics achievement test applied to 8th grade students and a taecher questionnaire applied to mathematics teachers. The data of the research were used by obtaining from the 2019 International Databese on the official websites of TIMMS. While analyzing the data of the research, IEA IDB Analyzer, the application developed by IEA Hamburg, was used. Considering the findings obtained from the research, a statistically significant difference was found between the effects of the 8th grade students frequency of following homework in mathematics course on student success, and only between the frequency of discussing the homework in the classroom and monitoring whether the homework was completed or not, which is among the homework follow-up applications in a Korea. There was no statistically significant difference between the frequency of following the mathematics course homework and the success of the 8th grade students in Turkey and Egypt. According to another finding obtained from the research, the effect of homework tracking practices on student success varies from country to country. Among the homework follow-up applications, discussing the homework in the class and monitoring whether the homework is completed have a positive effect on the succcess of students in mathematics in Korea. It is seen that there is no positive effect on the success of the mathematics course in the students of Turkey and Egypt. According to another finding, it was determined that the most common homework follow-up application among the homework follow-up applications in Korea, Turkey and Egypt from the three countries included in the study was to monitor whether the homework was completed. The least frequently used homework follow-up application is to have students correct their own homework in the classroom and using the homework to contribute to the grades of the students are seen to be the least frequent applications. Keywords: TIMSS 2019, mathematics, homework follow-up frequencies.