ARE HOMEWORK AND EXTRA LESSONS NECESSARY FOR INCREASING SCIENCE ACHIEVEMENT?

The main purpose of this study is to determine whether there is a significant difference between the frequency of schoolwork, spent time on homework and the science achievement of secondary school 8th-grade students in Turkey. Moreover, it is also determined whether there is a significant difference between participation of the extra lessons, spent time on extra lessons and the science achievement. The data are based on findings of the TIMSS 2015 of students (N=6,079), which were published on the official IEA site. This study is a descriptive research. In this study, parametric tests were used in evaluating the quantitative data. An ANOVA test and the correlation were used. The results show that there is a positive and a meaningful relationship between the homework, tutoring and the science achievement. The results show that there is a meaningful difference between the frequency of schoolwork, spent time on homework, participation status of the extra lessons, spent time on extra lessons and the science achievement. Suggestions have been made to increase the positive impact of homework and tutoring on science achievement