The Use of Assignments in Education

Abstract

In all educational levels, teachers assign their students with different activities to practice and reinforce what they have learnt. Further, assignments are valuable educational tools that raise students’ consciousness as believed by teachers, parents, and authorities. It functions, in a sense, as a bridge between schools and homes. Assignments require the effort, time, and dedication of students, families, and teachers. Thus, it is crystal clear that assignments are practical tools to develop communicative skills and provide learning experiences in order to achieve the needed behavior change. Thus, the purpose of this paper is to examine the views of state primary school students on the assignments given by their teachers. The participants of the study were chosen from the most convenient and accessible schools located in Adana, Turkey. The sample consisted of 250 primary
school students (178 female and 72 male) who voluntarily participated in the study. Based upon a qualitative research design, a semi-structured interview designed by the researcher was utilized in order to attain the required data. Therefore, based on a descriptive research design, this study involved the data analysis of descriptive statistics (SPSS 22.0) in order to report the views of participants in numerical data. The findings of the study suggest that assignments are favored by the students, which may be attributed to their school level.

Full text

Base for Electronic Educational Sciences
Volume 1, Issue 1 July 2020
bedujournal.com
ISSN:
The Use of Assignments in Education
Omer Gokhan Ulum
To cite this article
Ulum, O.G. (2020). The Use of Assignments in Education. Base for Electronic Educational Sciences, 1(1), 20-26.
Published Online September 17, 2020
Article Views 1 single - 1 cumulative
Article Download 1 single - 2 cumulative
BABIR Academic is an independent international publisher committed to publishing academic books, journals, quality in the fields of Education, Social Sciences.
BABIR Academic created an open access system to spread the scientific knowledge freely.
For more information about BABIR, please contact: babir.arabic@gmail.com
This document downloaded from 176.33.247.145 [2 times] Adana / Turkey on Thu, 17 Sep 2020 08:29:39 +0300
BABIR Academic Publishing, Istanbul/Turkey
Telephone: +90 530 170 71 82 | babir.arabic@gmail.com | www.babir.org

Available online at http://www.bedujournal.com/
BASE FOR ELECTRONIC
EDUCATIONAL SCIENCES
ISSN:
Base For Electronic Educational Sciences, 1(1), 20-26; 2020
The Use of Assignments in Education
Ömer Gökhan Ulum a
1
a Assist. Prof. Dr., Mersin University, Education Faculty. ORCİD: 0000-0001-7685-6356
APA Citation:
Ulum, Ö. G. (2020). The use of assignments in education. Base For Electronic Educational Sciences,1(1), 20-26.
Submission Date: 24/06/2020
Acceptance Date: 15 /09/2020
Abstract
In all educational levels, teachers assign their students with different activities to practice and
reinforce what they have learnt. Further, assignments are valuable educational tools that raise
students’ consciousness as believed by teachers, parents, and authorities. It functions, in a sense, as
a bridge between schools and homes. Assignments require the effort, time, and dedication of students,
families, and teachers. Thus, it is crystal clear that assignments are practical tools to develop
communicative skills and provide learning experiences in order to achieve the needed behavior
change. Thus, the purpose of this paper is to examine the views of state primary school students on
the assignments given by their teachers. The participants of the study were chosen from the most
convenient and accessible schools located in Adana, Turkey. The sample consisted of 250 primary
school students (178 female and 72 male) who voluntarily participated in the study. Based upon a
qualitative research design, a semi-structured interview designed by the researcher was utilized in
order to attain the required data. Therefore, based on a descriptive research design, this study
involved the data analysis of descriptive statistics (SPSS 22.0) in order to report the views of
participants in numerical data. The findings of the study suggest that assignments are favored by the
students, which may be attributed to their school level.
© 2020 BEDU and the Authors - Published by BEDU.
Keywords: Assignment, education, reinforcement, learning, revision
Introduction
Although we see a number of radical propositions which prohibit assigning
students with heavy work load out of school times, counter ideas are also observed
in the related literature (Kember, 2004). However, the importance is not on whether
to assign students or not, since it is attributed to assign students according to their
age and class levels. Further, in order to reinforce learning (Boctor, 2003), the
assignments have to be chosen by the teachers competently. Particularly in primary
schools, the given assignments must be reinforcing tools that equip students with
the required study skills and habits. Thus, authorities or policy makers should
develop an assignment policy (Babadoğan, 1990; Darling-Hammond & Sykes, 2003)
and educate teachers accordingly. Such a policy is to end the related conflicts
1
Corresponding author. E-mail address: omergokhanulum@gmail.com
This document downloaded from 176.33.247.145 [2 times] Adana / Turkey on Thu, 17 Sep 2020 08:29:39 +0300

. Ömer Gökhan Ulum / Base For Electronic Educational Sciences, 1(1) (2020) 20–26 21
between students, teachers, and parents as well (Kapikiran & Kiran, 1999). The
studies carried out in the United States of America suggest that most of the
students, parents, and teachers assume that assignments support learners in
reinforcing what they learn (Reid, Webster-Stratton, & Beauchaine, 2001). Further,
American parents demand more assignments for their children since they believe
that assignments keep their children busy and consequently the children do not
head towards negative actions (Blazer, 2009). An assignment has been an
integrated part of both formal and informal educations (Eshach, 2007), although
the practice has sometimes been favored and sometimes been negated. This is
because assignments may have both positive and negative impacts on learners’
performance and attitudes towards school (Cooper & Gersten, 2003). It is simple
that not all teachers assign their students and not all students do their
assignments. Thus, the effect that an assignment has on success differs from one
learner to another learner, based on how many assignments are given and how
much the learner does it (Cooper, Robinson, & Patall, 2006; Ektem & Yıldız, 2017).
A teacher assigns subject related tasks to their students and demands their
students to do these tasks at home so that they show parents what has been taught
at school. Accordingly, these assignments reinforce students, support them in
comprehending the subjects learnt at school, and help them learn more about the
related topic (Enhancing Student Learning, 2006). Within the narrowest scope, even
if a school itself has an assignment policy, the assignment practices of teachers
may be of high quality with the highest practice standards focusing on providing
effective feedback to learners (Protheroe, 2009). Assignments should serve to
diverse goals at different levels in that the related expectations for its impacts on
students, particularly in primary school level, should be modest (Cooper, 1989;
Soylu & Topaloğlu, 2015). Therefore, the time required to complete an assignment
should be arranged in accordance with the levels of the students in that great care
should be given to adjust the shortest assignment time period in primary school
level (Dawson, 2009). Though some scholars agree that assignments are given for a
number of different formal and informal reasons, others disagree on the exact value
of assignments and the amount of assignments that learners should be given
(Blazer, 2009). Moreover, if an assignment is not correctly given and followed, it
may result in negative impacts on students. Teachers and parents are anxious
about the heavy work load assigned to students. They think that if students are
demanded to spend too much time on assignments out of school time, they will
easily get bored and lose motivation. Assignments given out of school time may
hinder students from spending their free-time and this prevents them from
developing the required social skills (Cooper & Gersten, 2003; Ok & Çalışkan,
2019). Hence, the aim of this study is to inquire the views of state primary school
students on the assignments given by their teachers. With this in mind, the
following research question was put forward:
What are the views of state primary school students on the assignments given by
their teachers?
Method
Participants
The data of the study were collected from the state primary school students
studying in Adana, Turkey. The sample consisted of 250 students in total (178
female and 72 male) who voluntarily took part in the study. Great care was given to
select both urban and suburban schools from diverse districts in Adana. While
This document downloaded from 176.33.247.145 [2 times] Adana / Turkey on Thu, 17 Sep 2020 08:29:39 +0300

22 Ömer Gökhan Ulum / Base For Electronic Educational Sciences, 1(1) (2020) 20–26
choosing the participants, convenience sampling method was utilized since the
target population was too large.
Instruments and Data Procedure
This study was conducted through qualitative methods of data collection. The data
collection tool utilized in the study was a semi-structured interview formed by the
researcher. Expert opinions (N= 5) were consulted in order to understand if the
interview questions serve for measuring the aimed dimension. The data of the study
were evaluated and displayed by means of descriptive statistics. Based on a
descriptive research design, the study made use of SPSS 22.0 (a Statistical Program
for Social Sciences). Frequency of codes was employed as a statistical technique to
grasp the rate of views under five categories. Further, expert opinions (N= 5) from
the related field were consulted for the reliability of the codes.
Data Analysis and Results
In this section, the results of the study were described based on the data obtained
from the participants by means of the instrument. The results were grouped under
the titles of the categories from the interview.
Results Pertaining to the Attitudes of the Students Towards Assignments
Most of the respondents (90%) suggest that they like assignments, while a small
percentage of them (10%) put forward that they do not like being assigned. Those
enjoying assignments also declare that (25%) assignments develop them, while
another group (20%) state that assignments make them revise the subject. Further,
18% of the respondents suggest that any assignment is enjoyable; while some (16%)
claim that an assignment makes them learn new things. Moreover, 11% of the
respondents state that an assignment helps them spend time properly, while some
of them (10%) argue that assignments make them study regularly. Additionally, the
following views were also put forward by small percentages: while assignments
enhance responsibility, they prevent students from playing games, give students
much stress and tiredness.
Results Pertaining to the Desired Type of Assignments
Majority of the informants (20%) state they prefer research assignments. Further,
writing assignments (14%), mathematics assignments (12%), quizzes (10%), and
reading assignments (%9) were observed to be uttered by the respondents. Besides,
projects with 8%, group study with 8%, drawings with 8%, science assignments
with 7%, presentation with 4% occurred with slight percentages.
Results Pertaining to the Assignments of the Favored Course
Pertaining to the assignments of the favored lesson, there is a high tendency
towards Mathematics with 40%. The reason why Mathematics is mostly favored by
the majority of the respondents is interpreted consecutively as the informants like
numeric (70%); Mathematics is enjoyable (15%); Mathematics is easy (8%); and
Mathematics develops intelligence (7%).
Turkish course occurred to be the second favored course (25%). Further, 50% of the
participants stated that they enjoy reading; while 32% of them put forward that
they enjoy writing. The pursuing views were also put forward consecutively: Turkish
language development (6%), easiness (6%), and Turkish exercises (6%).
Science course appeared to be the 3rd favored course (20%) with a number of
dimensions; enjoyable (22%), most favored course (18%), experiments (18%), easy
(17%), projects (14%), and interesting (11%).
This document downloaded from 176.33.247.145 [2 times] Adana / Turkey on Thu, 17 Sep 2020 08:29:39 +0300

. Ömer Gökhan Ulum / Base For Electronic Educational Sciences, 1(1) (2020) 20–26 23
English course (10%) appears to be the next favored course stated by the
respondents, the majority (70%) of who favor English since it is a foreign language.
Besides, 18% of the respondents suggest that they enjoy learning the unknown
vocabulary. Additionally, a number of the informants (12%) indicate that English is
interesting.
Further, 2% of the informants declared that they mostly favor the Art course since
it is an enjoyable (100%) course. Lastly, the following courses were stated to be
scarcely favored: Life Sciences (1%); Music (1%); and Physical Education (1%).
Results Pertaining to Giving Assignments or Not
Majority of the informants (88%) declare that they would assign their students if
they were teachers. However, 12% of the participants state that they would never
assign their students. Among those who would assign their students, 62% state
that assignments provide success; 18% put forward that students revise; 14%
declare that assignments develop responsibility, and 6% suggest that assignments
make students use their spare times properly. On the other hand, the respondents
who uttered that they would not assign their students gave the following reasons:
assignments are tiring (70%); games are better ways of learning (24%); and a
student does not need assignments since he or she already learns at school (6%).
Results Pertaining to Attractive Assignments
A big number of the informants (54%) suggest that rewards after completing an
assignment make it attractive. Further, 26% of the respondents declare that
exercises attract them when given as assignments. Additionally, motivation of
learning new things (8%), attaining success (6%), easiness of the assignment (3%),
and revising the lesson (3%) are the factors making assignments more attractive as
stated by the informants. Moreover, regarding what makes assignments irritating:
44% of the respondents suggested that too many assignments are irritating; 16% of
the respondents claimed that assignments are complicated; 15% of the respondents
suggested that assignments are boring; 10% of them stated that assignments are
tiring; 10% of the informants put forward that assignments cause stress; and 5% of
the participants indicated that assignments are not practical.
Discussion, Conclusions and Recommendation
Although assignment is an indispensable part of education, how it is assigned to
learners poses a serious problem for many learners because assignment is
perceived as an impediment to their lives (Ala-Mutka, 2005). Therefore, teachers
need to involve themselves in assignment as well by cooperating with learners. If
teachers objectify assignment and learners, then learners perceive assignment as a
burden on their shoulders (McDonald, 2008). Similar to testing and assessment,
assignment may also be deprived of student-centered approaches. Teachers can do
scaffolding by not leaving them alone at all. Zone of proximal development is a
pivotal concept in that it helps teachers endorse their students in the same learning
environment (Vygotsky, 1987). Students’ leisure time should not be perceived as a
waste of time because learners start to perceive their life and time as divided into
two. Leisure time and assignment time are conceptualized as dichotomous. In
addition to zone of proximal development, critical pedagogy also offers important
concepts such as dialogic communication, dialectal thinking and praxis. Unless the
participation of both teachers and students is encouraged, assignment is perceived
as a burden and disciplinary power. Besides, assignment affects not only school
circle but also a larger circle such as family and friend circle. Although technology
and social media have developed dramatically in recent years, online assignment
This document downloaded from 176.33.247.145 [2 times] Adana / Turkey on Thu, 17 Sep 2020 08:29:39 +0300

24 Ömer Gökhan Ulum / Base For Electronic Educational Sciences, 1(1) (2020) 20–26
also poses a serious problem for learners (Koohang & Durante, 2003) because if
learners do not believe that online assignment teaches them something new and it
is worth spending time online, then online assignment can become a sheer
distraction (Halici Page & Mede, 2018).
Providing typical and traditional assignment, whether pencil-paper or online, can be
devastating for learners. Students should be able to perceive assignment as a part
of their actual learning (Deveci & Onder, 2013). Teachers should give up assigning
tasks and homework to compensate for their leisure or play time. Considering that
all students are at school all day long, it is important not to assign them at home.
Japanese and Chinese education systems have been successful in recent years
because they have changed their assignment system and reduced even schooling
time (Li & Xiao, 2019).
Turkish education system sees assignment as a duty that has disciplinary power on
learners’ physical activities, social life and psychological state. This sense of
assignment duty turns into broader disciplinary circles in their adulthood.
Therefore, teachers should reconsider learners’ socioeconomic status and
psychological state while assigning homework (Baltaoğlu, Sucuoğlu, & Öztürk,
2017). Assignment does not contribute to freedom, creativity or psychological
development. Rather, assignment hinders their vision, imaginative power and
freedom. Another problem from a perspective of critical pedagogy is who assigns
homework because assigning a task and homework is related to power and power
relations. If teachers are always designated as those who assign homework, then
power emerges as an effective factor, and students feel that they encounter such
power and hegemony because assignment is perceived as a torture and pain for
them (Bempechat, 2019).
In line with the problems mentioned above, it can be said that teachers and
students work together in each stage of education including assignment because
shared assignment can have considerable impact on both agents in education.
Assignment should not be a part of education that is given only by teachers.
Rather, assignment can be done in classroom settings together with teachers. Even
the types of assignment can be determined by both of them. Unless participatory
and democratic approaches are adopted in education, students may continue to feel
that assignment is a heavy burden for them. Teachers can develop radical
approaches by including themselves in doing tasks and assignment together. A new
approach would be co-assignment, which means that any kind of assignment would
be performed by both sides within the zone of proximity (Chaklin, 2003). By doing
so, both teachers and students can learn to be responsible for both each other and
tasks assigned to them. In addition, teachers and students can transform what is
dictated and imposed on them by those curriculum makers into more humanistic
sphere.
In order to develop the sense of sharing assignment, critical pedagogy can be a
proxy for teachers and students. Future studies need to focus on what can be done
together with students about the nature and type of assignment. It seems plausible
to emphasize that co-assignment can benefit classroom atmosphere in that
spending time together can turn into a creative process. Assignment should, in this
sense, be authentic, inspiring, instructive and challenging. Teachers may take new
roles by involving themselves in doing assignment with learners. I also strongly
believe that assignment should be given and done in classroom settings (LeCourt,
1998).
This document downloaded from 176.33.247.145 [2 times] Adana / Turkey on Thu, 17 Sep 2020 08:29:39 +0300

. Ömer Gökhan Ulum / Base For Electronic Educational Sciences, 1(1) (2020) 20–26 25
References
Ala-Mutka, K. M. (2005). A survey of automated assessment approaches for
programming assignments. Computer science education, 15(2), 83-102.
Babadoğan, C. (1990). Ev ödevlerinin eğitim programı içindeki yeri [The place of
homework in the education program]. Ankara University Journal of
Educational Sciences, 23(2), 745-767.
https://doi.org/10.1501/Egifak_0000000783
Baltaoğlu, M. G., Sucuoğlu, H., & Öztürk, N. (2017). Classroom teachers’ opinions
about homeworks. Journal of Education and Future, 11, 95-109.
Blazer, C. (2009). Homework. literature review. Research Services, Miami-Dade
County. Public Schools. Retreived on the 22nd of June, 2020 from
https://eric.ed.gov/?id=ED536245
Bempechat, J. (2019). The case for (quality) homework: Why it improves learning,
and how parents can help. Education Next, 19(1), 36-44.
Boctor, L. (2013). Active-learning strategies: The use of a game to reinforce learning
in nursing education. A case study. Nurse education in practice, 13(2), 96-
100.
Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of
learning and instruction.Vygotsky’s educational theory in cultural context.
Cambridge: Cambridge University Press.
Cooper, H. (1989). Synthesis of research on homework. Educational leadership,
47(3), 85-91.
Cooper, H. M., & Gersten, R. M. (2003). Homework tips for parents. US Department
of Education, Educational Partnerships and Family Involvement Unit. Jessup,
MD: Education Publications Center.
Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve
academic achievement? A synthesis of research, 1987–2003. Review of
educational research, 76(1), 1-62.
Darling-Hammond, L., & Sykes, G. (2003). Wanted, a national teacher supply policy
for education: The right way to meet the" highly qualified teacher"
challenge. Education Policy Analysis Archives, 11(33).
Dawson, P. (2009). Homework: A guide for parents. Communique, 38(1), 26-28.
Deveci, İ., & Onder, I. (2013). The Students' Views Related to the Given Homeworks
in the Science and Technology Courses: A Qualitative Study. US-China
Education Review, 3(1), 1-9.
Ektem, I. S., & Yıldız, S. B. (2017). İngilizce ev ödevlerine yönelik öğretmen görüşleri
[Teacher views about english homework]. Çukurova Üniversitesi Sosyal
Bilimler Enstitüsü Dergisi, 26(3), 78-91.
Enhancing Student Learning. (2006). All about homework. Retreived on the 18th of
January, 2015 from ped.state.nm.us/Parents/dl09/ft_mod3.pdf
Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-
formal, and informal education. Journal of science education and technology,
16(2), 171-190.
This document downloaded from 176.33.247.145 [2 times] Adana / Turkey on Thu, 17 Sep 2020 08:29:39 +0300

26 Ömer Gökhan Ulum / Base For Electronic Educational Sciences, 1(1) (2020) 20–26
Halici Page, M., & Mede, E. (2018). Comparing task-based instruction and
traditional instruction on task engagement and vocabulary development in
secondary language education. The Journal of Educational Research, 111(3),
371-381.
Kapikiran, Ş., & Kiran, H. (1999). Ev ödevinin öğrencinin akademik başarisina
etkisi [The effect of the homevvork on the student'sacademic success].
Pamukkale University Journal of Education, 5(5), 54-60.
Kember, D. (2004). Interpreting student workload and the factors which shape
students' perceptions of their workload. Studies in higher education, 29(2),
165-184.
Koohang, A., & Durante, A. (2003). Learners’ perceptions toward the web-based
distance learning activities/assignments portion of an undergraduate hybrid
instructional model. Journal of Information Technology Education: Research,
2(1), 105-113.
LeCourt, D. (1998). Critical pedagogy in the computer classroom: Politicizing the
writing space. Computers and composition, 15(3), 275-295.
Li, T., & Xiao, J. (2019). Evaluation of chinese homework in primary school:
connotation, problems and strategies. US-China Education Review, 9(6), 187-
192.
McDonald, M. A. (2008). The pedagogy of assignments in social justice teacher
education. Equity & Excellence in Education, 41(2), 151-167.
Ok, M., & Çalışkan, M. (2019). Ev Ödevleri: Öğretmen, öğrenci ve veli görüşleri
[Homework: Opinions of teachers, students and parents]. OPUS– International
Journal of Society Researches, 11(18), 594-620.
Protheroe, N. (2009). Good homework policy. Principal, 89(1), 42-45.
Reid, M. J., Webster-Stratton, C., & Beauchaine, T. P. (2001). Parent training in
Head Start: A comparison of program response among African American,
Asian American, Caucasian, and Hispanic mothers. Prevention Science, 2(4),
209-227.
Soylu, C., & Topaloğlu, C. (2015). Bilişsel davranışçı terapide ev ödevi uygulamaları.
Current Approaches in Psychiatry, 7(3).
Vygotsky, L. S. (1987). The collected works of LS Vygotsky: the fundamentals of
defectology (Vol. 2). London: Springer Science & Business Media.
This document downloaded from 176.33.247.145 [2 times] Adana / Turkey on Thu, 17 Sep 2020 08:29:39 +0300