The Effects of Group Coaching on the Homework Completion of Secondary Students with Homework Problems
Item
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Title
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The Effects of Group Coaching on the Homework Completion of Secondary Students with Homework Problems
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Identifier
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d_2009_2013:085dfcbe5019:10766
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identifier
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11000
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Creator
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Merriman, Donald E.,
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Contributor
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Georgiana Shick Tryon | Robin Codding
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Date
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2011
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Behavioral psychology | AD/HD | Coaching | Homework | LD | Middle School | Non Disabled
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Abstract
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Homework is a staple in American education that accounts for a large percentage of the total time American students spend on academic task. Research on the effectiveness of homework provides ample evidence that homework has a positive effect on learning and academic performance, particularly for middle and high school students. Unfortunately, the rate of consistent homework completion, for students with and without disabilities, is dismally low. The current body of research on homework interventions suggests that self-management interventions may be the best type of intervention to help all students with homework difficulties.;This study utilized a between groups design to examine the differential effectiveness of coaching, a self-management intervention, as compared with the local treatment-as-usual (homework center) on improving the homework completion of 50 middle school students (grades 6 to 8) with and without disabilities who were having substantial difficulty with homework. This study also examined the feasibility of implementing coaching in a group, rather than an individual format, as well as the impact of increased homework completion on academic performance. One parent and one teacher rating scale, as well as actual homework completion rates, were used to measure homework performance. A variety of methods were used to analyze the data, including descriptive analyses, MANOVA, and ANOVA.;Results indicated that both group coaching and homework center (treatment-asusual) were effective in significantly decreasing homework problems; with no clear indication that one intervention was, overall, superior to the other. Each intervention was differentially effective as a function of disability status. For the non-disabled students, the rate of change or improvement was faster for the coaching intervention than for the homework center condition. For the disabled students, the rate of change or improvement was faster for the homework center condition. Despite significant reductions in homework problems, academic performance, as measured by GPA, did not change significantly.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
