This study aims to determine the homework preferences preferred by the undergraduate students in distance education using the scaling method of pairwise comparison and to compare the results according to gender, university entrance score, and the level of satisfaction from the department. The research was carried out with 466 students attending the faculty of education. The data were analyzed using Microsoft Office Excel program. According to the results, using lecture notes while preparing homework by citing were the most preferred preferences; presenting someone else’s homework as it was one’s own and having someone else do the homework techniques were the least preferred preferences. It was determined that students who have entered the university with numerical, equally weighted, and verbal university entrance score types, female students, who were satisfied from departments at different levels benefited mostly by using lecture notes while preparing homework; male students and who entered the university with special talent exam mostly used citing from different sources preference when preparing homework. Furthermore, it was determined that students who have entered the university with equally weighted and verbal university entrance score types, female students, and who were satisfied with their departments highly benefited least by presenting someone else’s homework as it was one’s own; male students, students who entered the university with numerical and special talent exam, and who were satisfied with their departments low and intermediate level least used having someone else do the homework when preparing homework. Also, it has been determined that there is a strong correlation between the preferences of female and male students, students who enter the university with equally weighted, verbal, numerical score types, and students who are satisfied with the department at different levels.
Cite this article as: Eminoğlu Özmercan, E., & Polat, B. (2022). Scaling of the students’ homework preparation preferences in distance education through pairwise comparison method. HAYEF: Journal of Education., 19(1), 44-51.