Date

Spring 2017

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Homework is a teaching tool used to facilitate student learning outside of the classroom. The purpose of this study was to observe if parental homework involvement increased homework effectiveness. By soliciting parental involvement using Teachers Involve Parents in Schoolwork (TIPS) assignments, the study implemented an experimental quantitative design with pre and posttests to measure differences in student learning. Convenience sampling was used to select two random class periods, each with 28 students. One period acted as the control group; whereas, the other served as the intervention group. The intervention group received TIPS homework; whereas, the control group received non-TIPS homework. Data was gathered across a three week study. Independent and paired samples t-tests were conducted to determine if there were statistically significant differences between the means of both groups. Both groups showed an increase in average quiz scores from pretest to posttest; however, the control group had greater and statistically significant growth which rejects the hypothesis that using TIPS homework improved students' comprehension above and beyond their normal instruction. Such findings go against much of the available research. As a result, further research is recommended. Possible factors negatively impacting results include: small sample size and difficulty in soliciting homework completion and turn in.

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