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Math Online Homework Videos and the ...

McCollum, Tammy S.

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Math Online Homework Videos and the Impact on Parental Involvement, Homework Completion Rates and Student Achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Math Online Homework Videos and the Impact on Parental Involvement, Homework Completion Rates and Student Achievement./
作者:	McCollum, Tammy S.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	117 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10816002
ISBN:	9780355941593

Math Online Homework Videos and the Impact on Parental Involvement, Homework Completion Rates and Student Achievement.
McCollum, Tammy S.

Math Online Homework Videos and the Impact on Parental Involvement, Homework Completion Rates and Student Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 117 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--McKendree University, 2018.

A quantitative, quasi-experimental design was applied to investigate how EngageNY online homework videos facilitated homework completion and achievement in mathematics. The sample comprised 124 students in the fifth and sixth grade and their parents. The purpose of this study was to examine whether providing students and parents with a video intervention program for homework would improve parental involvement, homework completion rate, and student achievement. The study provided the students and parents with EngageNY online homework videos that assisted them in completing homework assignments.

ISBN: 9780355941593Subjects--Topical Terms:

517670
Educational technology.

Math Online Homework Videos and the Impact on Parental Involvement, Homework Completion Rates and Student Achievement.
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300 $a 117 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Pamela J. Barnes.
502 $a Thesis (Ed.D.)--McKendree University, 2018.
520 $a A quantitative, quasi-experimental design was applied to investigate how EngageNY online homework videos facilitated homework completion and achievement in mathematics. The sample comprised 124 students in the fifth and sixth grade and their parents. The purpose of this study was to examine whether providing students and parents with a video intervention program for homework would improve parental involvement, homework completion rate, and student achievement. The study provided the students and parents with EngageNY online homework videos that assisted them in completing homework assignments.
520 $a The study assessed if there was a positive relationship between parents' usage of EngageNY online homework videos in mathematics and parental involvement, student homework completion rates and student achievement; if there was a relationship between parental involvement and usage of EngageNY online homework videos; and whether there was a relationship between EngageNY online homework videos and student achievement in mathematics. One mathematics teacher was utilized to ensure the consistency and validity of the project.
520 $a Online homework videos were available for each homework assignment during the intervention phase. I applied a quasi-experimental design to obtain data from students and parents. First, a presurvey was distributed to the students and parents in the fifth and sixth grade. At the end of the intervention, students and parents participated in a postsurvey. The data was examined for a relationship with the usage of Engage NY online math videos and parental involvement and homework completion rates. I also examined homework grades, quizzes, and tests to investigate the impact of using EngageNY online homework videos and student achievement.
520 $a I utilized SPSS for tests, quizzes, and homework grades to investigate student achievement and the relationship with usage of EngageNY; a t-test was conducted to compare grade averages on homework assignments, quizzes, and tests. There was a statistically significant difference between the scores for pre-average (M = 80.45, SD = 14.058) and post average (M = 83.78, SD = 14.949) conditions; t(123) = --4.614, and p = .001. The hypothesis was validated.
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