EFFECTS OF TWO PARENT EDUCATION PROGRAMS ON THE ACADEMIC PERFORMANCE AND HOMEWORK-STUDY HABITS OF SELECTED ELEMENTARY SCHOOL CHILDREN
Abstract
This study was done for the purpose of determining and comparing the effects of two parent education programs, the Parents Are Teachers (PAT) and Life-Management (LM) Programs upon elementary school children's reading and mathematics achievement, teachers' rating of academic achievement, and homework-study habits (amount of time and number of days per week spent doing homework or studying, rooms where homework or studying done, and number of distractions which occurred while homework or studying being done) at the completion of the program and six months after the completion of the program. The study took place at the Henry Street Settlement's Urban Family Center (U.F.C.), an emergency shelter for undomiciled families receiving public assistance in New York City. The target population was 80 elementary school students (grades 2-6) and their parents. The PAT Program is a behavior modification program developed by W. C. Becker and is based on the theories developed by B. F. Skinner. The LM Program is a problem solving treatment model based on the social work theories of B. R. Compton and B. Galaway and used by the social work staff at the U.F.C. The instruments used to measure the effects of the PAT Program and the LM Program were as follows: (1) McGraw-Hill Basic Skills Tests in reading and mathematics; (2) Home Study Environment Checklist; and (3) Teacher Rating of Academic Achievement form. Major findings of the investigation were as follows: (1) There were no significant differences between children in the two groups in reading and mathematics achievement test scores at the completion of the programs and six months after the completion of the programs. (2) Children in the PAT Program scored significantly higher in teacher rating of academic achievement at the completion of the program and six months after the completion of the program. (3) Children in the PAT Program spent significantly more time per day and more days per week studying or doing homework at the completion of the program and six months after the completion of the program. (4) Children in the PAT Program used their bedrooms significantly more frequently for doing homework or studying at the completion of the program and six months after the completion of the program. (5) There were no significant differences between children in the two groups in the number of distractions which occurred while homework or studying was being done at the completion of the program or six months after the completion of the program.
Subject Area
Curricula|Teaching
Recommended Citation
JACOBY, ARTHUR EDWARD, "EFFECTS OF TWO PARENT EDUCATION PROGRAMS ON THE ACADEMIC PERFORMANCE AND HOMEWORK-STUDY HABITS OF SELECTED ELEMENTARY SCHOOL CHILDREN" (1982). ETD Collection for Fordham University. AAI8213608.
https://research.library.fordham.edu/dissertations/AAI8213608
