The effect of parental involvement with mathematics homework on early elementary and junior high school students.
Item
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Title
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The effect of parental involvement with mathematics homework on early elementary and junior high school students.
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Identifier
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AAI3310595
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identifier
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3310595
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Creator
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O'Sullivan, Robyn.
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Contributor
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Adviser: Marian C. Fish
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Date
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2008
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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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Education, Educational Psychology | Education, Mathematics
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Abstract
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This study examined how parent assistance with mathematics homework varies according to student age and achievement level. Levels of parental efficacy were also measured in order to see if they affect the average frequency of mathematics homework assistance that parents provide. Four research questions are addressed in this study. What methods of assistance do families of low socioeconomic status provide? What is the relationship between the average frequency of parental assistance and student grade and achievement level? What is the relationship between parental self-efficacy with math homework and parental homework assistance? Do method of homework assistance, grade level, and achievement level predict student outcomes?;Parents of low- and high-achieving students in grades 2, 3, 7 and 8 were contacted to participate in the study. The schools that were sampled all had a percentage of students eligible for free lunch that was over 70%. One parent of each student was asked to complete a questionnaire that assessed the frequency with which they provide three methods of assistance (autonomy support, structure, or direct assistance) with homework. The questionnaire also asked about the parent's feelings of efficacy related to helping their child with homework. After receiving the consent and questionnaire from each parent, the student's math teacher completed a brief questionnaire asking about the frequency and accuracy of homework completion. The teacher also reported the student's math grade.;Statistical analyses consisted of descriptive statistics, analyses of variance, correlations and multiple regression. The results indicate a relationship between frequency of mathematics homework assistance and (a) parent efficacy, (b) student grade level, and (c) student achievement level. Specifically, parents in the present study provided more homework assistance to younger students and to those with lower achievement, and parents tended to be more involved when they had high levels of self-efficacy. The current study found that parents provide more autonomy support to elementary school students than they do to junior high school students. Finally, this study found that provision of structure, rather than autonomy support, is significantly associated with positive academic outcomes.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
