An analysis of Turkish language homework assignment given by primary school teachers: Perspectives of teachers, students, and parents

This study aims to examine how Turkish language homework assigned in 2nd, 3rd, and 4th grade levels of primary education is perceived, implemented, and evaluated from the perspectives of teachers, students, and parents. The research focuses on revealing the pedagogical functions of homework, its contribution to student achievement, and the multidimensional experiences encountered throughout the homework process. A qualitative research design was employed, specifically the phenomenological pattern. The study group consists of 32 students, 36 parents, and 22 classroom teachers from public schools located in the Şehitkamil district of Gaziantep during the 2024–2025 academic year. Data were collected using semi-structured interview forms, one of the key techniques in qualitative data collection. Separate interview forms were designed for students, parents, and teachers. The questions were developed based on the research aim, sub-problems, and relevant literature themes. All interviews were conducted face-to-face and individually, recorded with audio devices, and transcribed for analysis. Both content analysis and descriptive analysis techniques were utilized in the interpretation of the data. During the content analysis process, the data were coded and grouped under thematic categories, with common and distinguishing expressions identified within each theme. This approach was particularly useful for systematically classifying teacher and parent views and interpreting them within a conceptual framework. Descriptive analysis allowed for a more natural and context-sensitive presentation of student opinions, incorporating direct quotations to reflect students' feelings, thoughts, and experiences regarding homework. This method aimed to enhance the depth and contextual richness of the qualitative data. Consequently, the research not only presents categorical findings but also incorporates students' unique and subjective evaluations of their homework experiences into the analysis. The findings indicate that Turkish homework supports the development of students' reading, writing, and grammar skills. However, stakeholders expressed differing views regarding the type, duration, and presentation of the homework. Students noted that assignments featuring clear instructions, visual support, and creative tasks contributed positively to their learning, although some tasks were perceived as challenging and required external assistance. Parents emphasized the role of homework in developing their children's responsibility and planning skills, while also noting that excessive homework loads could negatively impact motivation. Teachers highlighted the importance of structuring homework in a meaningful, consistent manner aligned with students' developmental levels. The findings suggest that for homework to serve as an effective learning tool, it must be balanced in terms of content, structure, duration, and frequency. Additionally, collaboration and interaction among students, teachers, and parents play a critical role in the efficiency of the process. In this context, it is recommended that Turkish language homework be planned in accordance with pedagogical principles, shaped by student-centered approaches, and implemented within a framework that considers family involvement.