Investigating the relationship between online homework, academic success and self-regulation

This research aimed to investigate the relationship between teacher candidates' online assignments, academic success and self-regulation skills. In this research, the simultaneous mixed design was used. 57 elementary school mathematics teacher candidates, 30 Turkish language teacher candidates and 37 social studies teacher candidates who study at Nizip Faculty of Education of Gaziantep University form the sample group for the quantitative dimension of the research. Eight elementary school mathematics teacher candidates, five Turkish language teacher candidates and six social studies teacher candidates were determined by purposive sampling form the research's quantitative dimension. As a data collection tool, a semi-structured interview form was used. The scale for reflexive thinking ability, the scale for assignment effort, the assignment evaluation rubric and the semi-structured interview form were used as data collection tools. Quantitative data were analyzed by means of SPSS 21.0 statistics package program and content analysis was used for analyzing qualitative data. As the result of the research, it is seen that teacher candidates' online assignment scores and average academic levels are high. The online assignment scores of teacher candidates showed significant differences according to gender variable in favor of female teacher candidates. It was found that female teacher candidates had a higher level of homework completion than male teacher candidates. When the assignment qualities of the teacher candidates, their reflexive abilities on teaching, assignment effort and academic success were examined according to the department variable, the departments with the highest average academic success and reflexivity sub-dimension score were elementary school mathematics teaching, Turkish language teaching and social studies teaching respectively. When the effect of the assignment qualities variable of the teacher candidates on their academic success was examined, it was also found that the assignment qualities of the teacher candidates predict the academic success in a positive direction.