Examining the relationship between students' homework management strategies and homework objectives, homework interests and attitudes towards homework

The main aim of this study is to determine homework management strategies of primary school fourth graders, homework aim, homework interest, perceived homework achievement and attitudes and their relationships. The sample of this research which is descriptive type consists of 932 4th grade students who worked in the primary schools of Adana in Seyhan, Çukurova, Sarıçam, Yüreğir provinces during 2016-2017 education period and accepted to participate in the research. The research data was collected with ''Homework Survey'' which developed by Xu (2007, 2008a, 2008b, 2009, 2010a) and adopted by İflazoğlu (2005); ''Homework Achievement" and Homework Attitude'' which developed by Hong and Milgram (1995) and adopted by İflazoğlu (2005), ''Personal Information Form'' which developed by Bacanlı (1997) and organized by the research. Frequency, percentage, arithmetic mean, standard deviation, t-test, Mann Whitney U test and Kruskal Wallis test were used in the analysis of the data. As a result of the research, it was determined that the students could effectively apply the strategies of coping with environment, time, distraction and focusing from the homework management strategies. However, it was observed that students were able to apply their motivation strategies at medium level and emotion control strategies at low level. It was revealed that the students had a high level of knowledge about homework objectives. In addition, homework interest levels, homework completion levels, teacher feedback, perceived homework attitude and achievement levels were found to be high. In the research, it was determined that there is a significant difference between homework management strategies and homework objectives, homework interest (except motivation and emotion control strategies), perceived homework achievement and attitudes (except emotion control strategies). While there is a significant difference between gender and homework management strategies, environment, time, coping with distraction, focusing strategies, there is no significant difference between motivation and emotion control strategies. While there was a significant difference between gender and learner-focused homework aim, there was no significant difference between adult and peer-focused homework aim. A significant difference was found between gender and homework completion, homework interest, perceived homework achievement and attitude. It was found that there was a significant difference between socio-economic level and environment and emotion control strategies only between learner-focused homework aim. As a result, it is seen that homework aim, homework interest, perceived homework achievement and attitude levels increase as students' application level increases. Keywords: Homework management strategies, homework, homework purpose, homework interest, perceived homework achievement and attitude.