An Investigation into Middle School Students’ Conceptions of Homework

The aim of the study was to determine the types of homework liked and not liked by middle school students and find out the teacher behaviors about homework which those students like and don't like. Phenomenological design, one of the qualitative research methods, was preferred in the study. The study group of the study consisted of 16 students in eighth grade in two different middle schools. The students were selected according to their central exam achievement and gender. Data were collected by semi-structured interview method. The collected data were analyzed by induction analysis. According to the results of the analysis, multiple-choice test assignments, homework related to students' interests, homework requiring dexterity and research homework are done with love. Homework requiring handicraft and research assignments are also among the types of homework that students do not like according to their interests and characteristics. Writing assignments, assignments that are not suitable for personal needs and personal characteristics are not liked. While recognizing homework, supporting and giving easy homework are seen as positive teacher behavior, not checking the homework, not giving enough time, lack of coordination among teachers and comparing are seen as negative teacher behavior. Students find the types of assignments that prepare them for centralized examinations valuable and consider other types of assignments as waste of time