Homework: Parent and Student Involvement and Their Effects on Academic Performance

1995 ◽  
Vol 11 (1) ◽  
pp. 18-31 ◽  
Author(s):  
Todd C. Gorges ◽  
Stephen N. Elliott
Keyword(s):  
Academic Performance ◽  
Parental Involvement ◽  
Student Involvement ◽  
Percent Correct ◽  
Grade Levels ◽  
Parental Time ◽  
Grade 3 ◽  
Predictive Strength

The present study investigated the influence of student homework time and parental time and involvement in helping activities on grade 3 and 5 students' academic performance. A six-week Log Phase followed a Survey Phase to evaluate the ability of these variables to predict teachers' ratings of academic performance and students' percent correct on math and spelling tests and assignments. Thirty-one grade 3 and 5 parents collected homework information on a nightly basis in the Log Phase, while two types of surveys were administered to the larger pool of parents and teachers in the Survey Phase. Homework time and helping time were found to be predictive of academic performance across grade levels, especially for the grade 3 group. Students characterized as below average performers tended to spend more time than above average performers and received greater parental help. The predictive strength of parental helping time differed for grade according to phase; and the frequency of parental involvement in certain helping activities was found to predict performance for both groups.

scholarly journals Maternal drinking and smoking. Can it explain the exceptional academic performance of LBOTE children? A preliminary analysis

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Louisa Gibson ◽  
Melanie Porter
Keyword(s):  
Academic Performance ◽  
English Language ◽  
Breastfeeding Duration ◽  
Growing Up ◽  
National Assessment ◽  
Language Background ◽  
Maternal Alcohol ◽  
Assessment Program ◽  
Grade 3 ◽  
Using Data

Abstract Objective Although children from language backgrounds other than English (LBOTE) may be disadvantaged in English-reliant exams, they outperform children from an English language background (ELB) on many Australian National Assessment Program–Literacy and Numeracy (NAPLAN) assessments. Maternal alcohol and tobacco use during pregnancy and/or breastfeeding have been associated with poorer cognitive and academic performance. Using data from the Growing Up in Australia Study, this paper aimed to identify demographic, lifestyle, and prenatal and perinatal risk differences related to maternal tobacco and alcohol use between LBOTE and ELB groups, as a first step in trying to understand the academic performance differences. Results Only data from breastfed babies was included in the current analyses. Although LBOTE children were disadvantaged in several demographic areas, their NAPLAN performance was the same or superior to ELB children across all Grade 3 and 5 NAPLAN assessments. The LBOTE group were, however, breastfed for longer, and their mothers smoked fewer cigarettes and drank less alcohol on fewer occasions throughout their pregnancy. The LBOTE mothers also had lower or less risky patterns of alcohol consumption while breastfeeding. The longer breastfeeding duration of LBOTE children combined with lower maternal use of alcohol and cigarettes during pregnancy and/or breastfeeding may partially contribute to their exceptional NAPLAN performance.

Phoneme awareness span: A neglected dimension of phonemic awareness

2000 ◽  
Vol 17 (1) ◽  
pp. 76-89 ◽  
Author(s):  
John Munro
Keyword(s):  
Phonemic Awareness ◽  
Phoneme Awareness ◽  
Sound Recognition ◽  
Lower Grade ◽  
Developmental Trend ◽  
Phoneme Segmentation ◽  
Grade Levels ◽  
Phonological Knowledge ◽  
Grade 3 ◽  
Level Performance

AbstractThe importance of phonemic awareness knowledge in learning to be literate his wellestablished. One dimension of its acquisition, the developmental trend from an implicit awareness of rimes to an explicit awareness of phonemes, has attracted substantial interest.A second dimension, a trend in the amount of phonemic knowledge that can be manipulated, or phonemic awareness span, is examined in the present study. One hundred and sixty children from Preparatory (Prep) to Grade 3 completed five phonological tasks: rhyming, onset-rime segmentation, initial sound recognition, phoneme segmentation, and phoneme substitution. Each task involved words ranging in length from three to five phonemes. Phoneme segmentation and substitution tasks involved words with six phonemes. Over this grade range, phonemic length influenced performance for each task. The nature of the influence varied with grade level; performance for the developmentally simpler tasks was affected at the lower grade levels, whereas the more complex tasks were affected at the higher grades. These trends supported gradual differentiation of phonological knowledge into a network of phonemic units. There are implications for dyslexia subtyping, for reading disabilities diagnosis, and for instructional design.

Applications: Analyzing Data Relating to the Challenger Disaster

1994 ◽  
Vol 87 (6) ◽  
pp. 423-426
Author(s):  
Linda Tappin
Keyword(s):  
Mathematical Modeling ◽  
High School ◽  
Decision Making ◽  
High School Students ◽  
Student Involvement ◽  
Vital Role ◽  
Exponential Functions ◽  
School Students ◽  
Grade Levels ◽  
Using Data

Memories of the Challenger disaster that occurred on 28 January 1986 are still vivid in the minds of many high school students. Thus, using data relating to this event can promote student involvement. This article introduces students to statistics by illustrating its vital role in decision making. Students at various grade levels with varying backgrounds will find this activity motivating and stimulating. Little or no background is necessary to appreciate this application of statistics involving exponential functions, mathematical modeling, probability, and curve sketching.

Expanding a Telecourse with Interactive Projects

1985 ◽  
Vol 12 (2) ◽  
pp. 96-99 ◽  
Author(s):  
Robert L. Johnson
Keyword(s):  
Academic Performance ◽  
Student Involvement ◽  
Student Evaluations ◽  
Introductory Psychology ◽  
Trial Period ◽  
Learner Interaction

Weekly projects designed for an introductory psychology telecourse encourage student involvement in psychology, even for the remote learner. Interaction with other telecourse students (by phone) and with family and friends makes the telecourse much less passive and impersonal. The projects add sufficient content that the commerical one-semester package can be expanded to a three-term sequence. At the end of a year's trial period, measures of academic performance and attrition, as well as student evaluations, were all found to be positive.

scholarly journals Parental Involvement and Academic Performance of Children with Special Education Needs

1970 ◽  
Vol 2 (2) ◽  
pp. 183
Author(s):  
Irene Christie O. Nillos
Keyword(s):  
Special Education ◽  
Academic Performance ◽  
Academic Success ◽  
Parental Involvement ◽  
General Point ◽  
Significant Difference ◽  
Special Education Needs ◽  
Education Needs ◽  
High Level ◽  
Age And Sex

Evidence shows that the influence of parental involvement (PI) in a student’s academic success can not be underestimated. This descriptive-correlational study focused on PI and the academic performance of children with special education needs and the relationship between these variables. Data were drawn from a modified Parent and School Survey (PASS), integrating the six categories of Epstein's model of PI and General Point Average (GPA) of the children. Using mean, Kruskal Wallis, Mann Whitney, and Spearman rho, results revealed a high level of parental involvement in all areas except in volunteering and beginning level academic performance according to age and sex. There was a significant difference in the parents’ decision making according to age but no significant difference in other categories. Also, there was no significant difference in academic performance in terms of age and sex, and there was no significant relationship between parental involvement and academic performance.

Interdependent Group Rewards: Rewarding On-Task Behavior Versus Academic Performance in an Eighth-Grade Classroom Serving Students With Emotional and Behavioral Disorders

2020 ◽  
pp. 019874292093400
Author(s):  
Caroline M. Jaquett ◽  
Christopher H. Skinner ◽  
Tara Moore ◽  
Kyle Ryan ◽  
Merilee McCurdy ◽  
...  
Keyword(s):  
Academic Performance ◽  
Disruptive Behavior ◽  
Eighth Grade ◽  
Future Research ◽  
Percent Correct ◽  
Alternating Treatments Design ◽  
Task Behavior ◽  
Interdependent Group Contingencies ◽  
Eighth Grade Students ◽  
On Task Behavior

An alternating treatments design was used to evaluate and compare the effects of two interdependent group contingencies on the academic performance, on-task behavior, and disruptive behavior of eighth-grade students in a social studies class. All students were enrolled in a self-contained alternative school for students with behavior problems. Delivering rewards contingent upon participants’ average percent correct enhanced on-task behavior and percent correct on independent seatwork assignments; however, delivering rewards contingent upon participants’ on-task behavior yielded more consistent and larger increases in percent correct and on-task behavior. Neither group contingency resulted in consistent or meaningful changes in disruptive behavior. Theoretical and applied implications related to direct and indirect effects of interdependent group rewards are discussed along with directions for future research.

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