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ERIC Number: ED454049
Record Type: RIE
Publication Date: 2001-Apr
Pages: 37
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teachers' Use of Interactive Homework and Its Effects on Family Involvement and Science Achievement of Middle Grade Students.
Van Voorhis, Frances L.
This quasi-experimental study investigated the effects of teachers' use of interactive and non-interactive science homework assignments on family involvement in student homework, homework completion and accuracy, student science achievement, and student and parent attitudes about science homework. Two hundred and fifty-three students from ten classes of sixth and eighth grade students participated in this study that lasted eighteen weeks during the school year. Six classes of students completed Teachers Involve Parents in Schoolwork (TIPS) interactive assignments, and four classes completed non-interactive assignments (ATIPS). TIPS students received instructions to involve a parent or other family partner in certain sections of the homework assignment while ATIPS students received the same assignment with no instruction for family involvement. Results indicated that TIPS students more often involved parents in their science homework assignments than did ATIPS students; however, TIPS science students reported no more parental or family involvement in homework than ATIPS students where teachers did not assign interactive homework. The results of this study indicate the benefits of well-designed interactive homework for students in terms of levels of family involvement in homework, science attitudes, and science achievement. Appended are: Sample 8th Grade Geology TIPS Activity parent and student handouts. Contains 36 references, 5 tables, and 2 figures. (SAH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).