Phenomenology of Elementary School Students' Homework (Investigating Teachers' Lived Experience)

The present study aims to investigate teachers' perceptions of elementary school students' homework by analyzing teachers' lived experiences regarding the homework issue. The main research question is to describe how elementary school teachers perceive homework. This study, with a qualitative approach and using a descriptive phenomenological method, has conducted an in-depth analysis of the lived experiences of elementary school teachers. The statistical population of this study was elementary school teachers who were selected using the snowball sampling method of interviewees. The semi-structured interview method was used in data collection. Interviews continued until theoretical saturation was reached. Data analysis was conducted in five stages using the Giorgi method. By analyzing the lived experiences of teachers, five main themes were identified: characteristics of homework, how parents relate to students, differences in students and their perceptions of homework, and challenges faced by teachers in designing homework. Subthemes were also identified for each of these five main themes. Teachers identified characteristics of useful homework as appropriate volume and variety of homework, and challenges related to homework, large number of students, and short time. Teachers stated that students' attitudes differed depending on their family environment and past learning experiences. A significant point that teachers stated was that in the process of completing homework, students became responsible, independent, and the habit of studying was institutionalized in them. The results indicate that homework, when properly designed and managed, can be a useful tool for learning; however, there are realistic concerns about the volume and quality of homework.