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ERIC Number: ED551824
Record Type: Non-Journal
Publication Date: 2012
Pages: 247
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-5142-0
Effects of Group Parent-Training with Online Parent-Teacher Communication on the Homework Performance of Elementary School Students
Beck, Richard J.
ProQuest LLC, Ph.D. Dissertation, City University of New York
The purpose of this study was to investigate the effectiveness of the Homework Improvement Program, a 5-week group-formatted parent training program, in enhancing the homework performance of children experiencing homework difficulties. The study was conducted in an elementary school with a sample consisting of the parents of seven students (N = 7) in grades 5 and 6 who were experiencing significant homework difficulties. In accordance with the Conjoint Behavioral Consultation (CBC) model which emphasizes the importance of home-school communication, online Electronic Daily Report Card (EDRC) software was developed as a component of the program through which parents were provided a direct avenue of communication with their child's teacher. The EDRC attempted to address limitations of previously developed home-school communication methods, while maximizing efficiency, and minimizing teacher obligation. It was also designed to be user-friendly for parents. The EDRC informed parents of their child's homework assignments, instructions, and teacher expectations on a daily basis. It also served as a data collection tool through which parents could be provided with regular feedback regarding their child's progress through the program. Results indicated that the intervention was effective in improving homework completion rates for 100% of study participants. A PND analysis revealed the intervention to be Highly Effective in improving rates of homework completion for 57.14% of the participants (4), and Moderately Effective for the remaining 42.86% of participants (3). All students showed improvements in rates of homework completion, with gains maintained at a four-week follow-up. A PAND analysis of homework completion data revealed a large effect size (Ph i= 0.90, 95%CI), with 95.08% of data non-overlapping with baseline rates. Parent ratings of problematic homework behaviors as reported on the Homework Problems Checklist (HPC) reflected a decrease in problematic homework behaviors from baseline to intervention completion, with improvements maintained at follow-up. Responses to treatment satisfaction questionnaires indicated that participants reported a very high level of satisfaction with all aspects of the program. These results suggest that by offering an interactive and collaborative school-based intervention that directly involves parents, positive behavior change can be accomplished that extends into both the home and school settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Elementary Education; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A