The Effect of Parental Involvement Through a Home-based Contingency Program on Fourth Grade Students' Classroom Mathematics Performance, Mathematics Achievement, Motivation for Achievement, and Attitudes/perceptions Related to Mathematics PDF Download
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Author: Barbara Jean Teti
Publisher:
ISBN:
Category :
Languages : en
Pages : 198
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Author: Barbara Jean Teti
Publisher:
ISBN:
Category :
Languages : en
Pages : 198
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 478
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 360
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Author: Brian C. McFadden
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 166
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The purpose of this study was to determine whether or not 4th grade students participating in a series of Family Math Nights had significantly higher achievement scores as well as student and parent attitudes about mathematics when compared to students at the same school who did not participate in the Family Math Nights. In order to gauge the effectiveness ofthe Family Math Nights the following items were analyzed: student achievement will be evaluated by analyzing data using a pretest and posttest of the 4th grade mathematics curriculum given to control and experimental groups; student and parent attitudes about mathematics will be analyzed using a Likert scale survey both at the beginning and conclusion of each Family Math Night. The surveys will be analyzed to see if the Family Math Nights have an impact on student and parent attitudes toward mathematics. Overall, this study provides quantitative information about the effect Family Math can have on students in one elementary school classroom. There is not sufficient evidence to support the positive effect Family Math had on student achievement in mathematics. Yet, for this study when student attitudes were analyzed, survey scores indicated that attending a series of Family Math Nights improved student attitudes towards mathematics. KEYWORDS: Family Math, student achievement, attitudes, parent involvement, parent-school relationships
Author: Sandra L. Christenson
Publisher: Springer Science & Business Media
ISBN: 1461420172
Category : Psychology
Languages : en
Pages : 839
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For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Author: Melissa Anne Dresko
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 56
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The Common Core State Standards (CCSS) are a set of academic standards in mathematics and English language arts. The mathematics standards introduce students to many new strategies and expectations to which parents have never been exposed. Many parents have expressed concern and frustration about these standards because they are unable to help their children with completing homework correctly. In addition to this, research has confirmed that parental involvement in education is positively associated with student achievement. Therefore, it is a worry if parents are unable to help their children with homework. The major aim of this study was to further investigate parents' attitudes towards mathematics, and more specifically towards the changes that the CCSS have created in 3rd & 4th grade mathematics. Additionally, this study could be beneficial in making future decisions about supporting parents and families. Parents of 3rd & 4th graders were interviewed and asked questions about their feelings towards mathematics, if they help with the mathematics homework, and if they are happy with the changes in mathematics. This information was then compared with their child's winter scores on the standardized district assessment called, Measures of Academic Progress (MAP). Although there was not a direct relationship between students' scores on the MAP assessment and the parents' responses, the information collected from the interviews was extremely valuable. Parents have noticed changes in the way students are being taught mathematics and those changes are making it difficult for parents to support their children with homework. The majority of parents are not happy with the changes and do not see the benefits to their children's mathematics skills. Interestingly, many would be interested in a type of mathematics training course for parents. This could lead to parents feeling more supported by the school, and in turn, being able to support their children with homework.
Author: Jeannie Whitlock Fitzpatrick
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 122
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Author: Toshiro Q. Goodman
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 198
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Book Description
This study was conducted to investigate the impact of parental involvement on student’s math achievement. The study sought to determine the effects of parent involvement in fifth-grade math classroom and on math achievement. Aminsweb scores, beginning of the year and end of the year math scores (semester averages), ethnicity, and socioeconomic status data were used to show the relationship of parental involvement in math scores cohort 1 vs cohort 2. The purpose of this study was to help parents and educators identify specific parental behaviors and influences that would help students raise their self-concept and achievement in math. The findings from this study indicated that parental involvement is a important factor in students math achievement.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 540
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Author: Araceli Martinez
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 31
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Traditional forms of parental involvement include participating in school activities such as Parent Teacher Associations (PTA), back-to-school nights, open houses, parent-teacher conferences, or volunteering at the school. Parental involvement has become a priority on school campuses nationwide because of the positive effect on student academic performance suggested by some researchers and the legal mandate of the No Child Left Behind (NCLB) Act of 2001 to implement parent participation strategies. The purpose of this study was to determine whether differences existed in English language arts (ELA) and mathematics achievement between fourth grade students whose family members were involved in school and fourth grade students whose family members were not involved in school. The sample consisted of 30 fourth grade students whose family members were highly involved in school and 30 fourth grade students whose family members were not involved. Independent t-tests were conducted to compare the ELA and mathematics district benchmark mean scores between the two groups. The results suggested that students of highly involved family members significantly outperformed those with family members who were not involved based on scores of the cumulative end-of-year district benchmark tests for ELA and mathematics for grade 4. The mean difference for ELA was 32.33 p=.001 and 52.73 (p=.001) for mathematics.
