The Slovene language, besides being the teaching language, is one of the core subjects in our school system. Consequently, teachers should strive to prepare lessons of the highest possible quality. However, the quality of lessons to some extent depends on the quality of homework.
The intent of the present master’s thesis is to discern how important Slovene homework is to the third, fourth and fifth grade teachers, what kind of homework they give based on the content and difficulty, how often they assign homework, what the source of the material is, how important it is for them to check homework, and in what way they check it. All these variables are checked both for grammar and literature lessons. We are also interested in seeing if the grades in which the teachers lecture and the years of teaching experience affect the aforementioned variables.
The data was acquired with a questionnaire for teachers and partly structured observation of Slovene lessons in third, fourth and fifth grade. The data was statistically processed using SPSS software. The chi-square test of independence was used to identify differences among teachers.
The research confirms the anticipated results to a great extent. Most teachers give homework at almost every Slovene lesson. They also regularly check homework and keep a record of which pupils finished it. Results show that statistically important differences in teachers based on the grades in which they lecture and their years of experience appear only in rare cases. In most cases, the data from the sample could not be generalized to the basic set.
With this research an insight into Slovene language homework has been obtained for the first time. A fair amount of positive feedback has been received from the teachers, who filled out the questionnaire. They reflected upon the homework they give to their pupils during the filling out of the questionnaire.
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