Exploring the impact of homework assignments on achievement and attitudes in science education
Alfiya R. Masalimova 1 * , Olga A. Kuznetsova 2 , Natalia A. Orekhovskaya 3 , Evgeny G. Panov 3 , Marina N. Svintsova 3 , Olga V. Shevchenko 3
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1 The Institute of Psychology and Education, Kazan Federal University, Kazan, RUSSIA2 Peoples’ Friendship University of Russia (RUDN-University), Moscow, RUSSIA3 Financial University Under the Government of the Russian Federation, Moscow, RUSSIA* Corresponding Author

Abstract

The aim of this study is to review the effects of homework in science education studies in the electronic database. Moreover, journals published in the electronic database were searched using the same keyword. 21 studies were chosen related to the effects of homework in the science education context and analyzed by means of standards obtained from the related literature. A qualitative thematic review was used in this study. All articles were downloaded and read by the researchers. Each researcher studied together to determine themes. The themes were decided as students’, teachers’, and parents’ views about homework assignments and the positive and negative effects of homework assignments on achievement, and attitudes. Results were reviewed in terms of the effects of a homework assignment in science education studies. Some implications of these results were proposed for determining and developing the effects of homework assignments in science education studies.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 4, Article No: em2246

https://doi.org/10.29333/ejmste/13058

Publication date: 01 Apr 2023

Online publication date: 11 Mar 2023

Article Views: 188

Article Downloads: 120

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