The effect of structured and traditional homework on students 'academic achievements and attitudes towards homework in primary second year mathematics

In this study, the effect of structured and traditional homework on students' academic achievement and attitudes towards homework in primary second year mathematics were examined. In the study, a pattern consisting of unequal groups, which is a quasi-experimental trial model, was used. The study was carried out with second grade students attending three state primary schools in Aydın in the 2018-2019 academic year. Experiment group 1 (N = 19) which structured homework was given and control was provided, experiment group 2 (N = 17) which structured homework was given and feedback was provided, experiment group 3 (N = 19) which traditional homework was given and control was provided and experiment group 4 (N=19) with traditional homework and feedback, the study was conducted in 4 groups, 4 classes, and a total of 74 students participated in the study. "Mathematics Achievement Test" developed by the researcher and "Attitude Towards Task" developed by Bora and Kocabaş (2018) were used as data collection tools. Mathematics achievement test and attitude scale towards homework were applied to the study groups at the beginning and end of the experiment. SPSS 21 package program was used for statistical analysis of the data obtained at the end of the study.One-way analysis of variance for unrelated samples, t-test for independent groups and t-test for dependent samples were used. According to the results of analysis it was concluded that mathematics achievement of the experimental group which the feedback was carried out by giving structured homework was significantly higher than the other experimental groups. The attitudes of the group which was given traditional homework and feedback application was carried out decreased after the application.