The Effects of Help From Parents

With Homework on Student's Success in Third Grade

Introduction

  • How parents helping their children with homework affected students independent work the following day.
  • Help from parents is a great way to give students new ideas about topics and help them make additional connections.

Purpose
  • To determine how parent help on homework influences students' success on the given assessment.

Significance
  • To use the most beneficial form of independent work so that the child is able to have the most success the next day.
  • Students can increase their knowledge by doing homework with their parents at home.

Research

Gonida and Cortina (2014) found that parents who are more intrusive with homework help have children who are more successful. Parental engagement caused students to have better academic ability.

Durmont, Trautwein, Ludtke, Neumann, Niggli, and Schnyder (2012) found that a benefit of doing homework with students while they are young is that "small effects may accumulate over time to become large effects."

Blair (2014) found that when students are given more help from their parents they tend to score better on test and homework.

Greene (2015) found that there is an inverse relationship between student achievement and parent involvement.

Methods and Procedures

Participants
  • Eight male and eleven female students
  • Elementary school in rural, southwest Minnesota
  • Third grade class

Instrumentation
  • Pre-test
  • Worksheet
  • Post test

Procedure
  • Sent home parent permission form
  • Gave students the pre-test and told them they had ten minutes to complete as much as they could.
  • Taught students a lesson on money.
  • Students took home the worksheet. Half did it by themselves and half did it with their parents.
  • Gave students the post test and told them they had ten minutes to complete as much as they could.

Results

Permission Forms
  • All nineteen permission forms were returned


Worksheets

  • The students who did their homework with their parents all got a 6.
  • The students who did their homework on their own had a variety of scores. The best score was one 5, two students got a 4, two got a 3, and two got a 2.
Figure 1
  • Four students improved from pre-test to post test, two students got the same score, four students did worse from pre-test to post test
  • The average score on the pre-test was a 3
  • The average score on the post test was 3.1
Big image
Figure 2
  • Two students improved from pre-test to post test, one student stayed the same, four students did worst from pre-test to post test
  • The average score on the pre-test was a 3.6
  • The average score on the post test was a 3
Big image

Conclusions and Recommendations

Factors that Affected my Findings
  • The groups two groups were uneven because two students had to drop out of the study halfway through.
  • The study would have been more accurate if the classroom teacher had taught the lesson instead of me because that is what the students are used to.

Recommendations
  • The study should be extended over a longer period of time.
  • The participant group should be larger.
  • The classroom teacher should teach the lesson.
  • The results of the worksheet did not affect the findings of this study. A survey would be more effective

Plan of Action

  • After completing this action research project, the researcher gained a better understanding of the influence parents have on their child's success the next day.
  • Having students do their homework with their parents has many benefits.
  • The study was performed prior to knowing whether parent homework help influenced students positively or negatively.
  • The answers are beneficial to other teachers who are looking to encourage parents to work on their child's homework with them.
  • With these results, parents can assist their children with their homework to help improve their success the next day.

References

Blair, S. L. (2014). Parental involvement and children's educational performance: A comparison of filipino and U.S. parents. Journal of Comparative Family Studies, 45(3), 351-366,319,323,327. Retrieved from http://search.proquest.com/docview/1586126315?accountid=28768

Dumont, H., Trautwein, U., Ludtke, O., Neumann, M., Niggli, A., & Schnyder, I. (2012) Does parental homework involvement nediate the relationship between family background and educational outcomes? Contemport Educational Philosophy, 37(1), 55-69. doi:10.1016/j.cedpsych.2011.09.004

Gonida, E. N., & Cortina, K. S. (2014). Parental involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal Of Educational Psychology, 84(3), 376-396. doi:10.1111/bjep.12039

Greene, J. P. (2015). Wrong diagnosis on homework help from parents: authors find correlation, mistake it for causation. Education Next, 15(2), 72+. Retrieved from http://go.galegroup.com.ssuproxy.mnpals.net/ps/i.do?id=GALE%7CA408917756&v=2.1&u=mnaswsu&it=r&p=EAIM&asid=4cb0912c9403c09c8c8c5da9f740d597