Effectiveness of a Parent-Child Home Numeracy Intervention on Urban Catholic School First Grade Students

Lore, Millicent D.; Wang, Aubrey H.; Buckley, Maureen

doi:10.15365/joce.1903082016

Cited by 9 publications

(7 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The result also implies that the parents and the teacher played their roles in the Parent-Teacher Partnership, which caused a significant change in the numeracy skills of the students. This is an affirmation of a study that is using parents as partners trained in providing at-home numeracy support is a viable means for increasing students' early mathematics performance [9]. In addition, a concept that supports the result states that the Parental Roles in Students' Learning of Mathematics show that parental involvement is a significant predictor of student mathematics achievement [3].…”

Section: Table 3 Test For Significant Difference Between the Level Of...mentioning

confidence: 73%

Parent-Teacher Partnership and its Effect on Students’ Numeracy Skills

II¹,

Bearneza²

2023

IJSSHR

View full text Add to dashboard Cite

This study focused on the effect of parent-teacher partnership in improving students' numeracy skills in Grade 7 in Calatrava National High School- Malanog Annex. The participants of this study are the two sections of Grade in Calatrava National High School-Malanog Annex. The participants are selected using purposive sampling. In this sampling method, only the underachievers are chosen as participants. One section was assigned to the experimental group, and the other was to the control group. The students' numerical grades in the 2nd and 3rd quarters served as the basis for their numeracy skills; students were given four written compositions created by the researcher and four performance challenges. The instrument used in data-gathering underwent validity testing. Three experts in the field of Mathematics were asked to evaluate the content of the researcher-constructed written works and performance tasks. They rated it using the criteria of Good and Scates. The statistical tools used for the data treatment are mean, and an independent sample t-test was used. The findings revealed that the level of numeracy skills before and after the control group and experimental group is interpreted as average (80-84). Results also show no significant difference between the level of numeracy skills of the control and experimental group before the intervention. After the intervention, the control group's level of numeracy abilities significantly differed from that of the experimental group. This shows that the parent-teacher intervention relationship enhances students' numeracy abilities.

show abstract

Section: Table 3 Test For Significant Difference Between the Level Of...mentioning

confidence: 73%

Parent-Teacher Partnership and its Effect on Students’ Numeracy Skills

II¹,

Bearneza²

2023

IJSSHR

View full text Add to dashboard Cite

show abstract

“…BBraham et al (2018); Cheung and McBride (2017); Cheung and McBride‐Chang (2015); de Chambrier et al (2021); de Vries et al (2021); Dulay et al (2019); Gibson et al (2020); Gilmore et al (2021); Griffith et al (2019); Hanner et al (2019); Hess (2017); Johnson (1981); Klein et al (2008); lanch (2002); Klein et al (study 1), (2019); Klein et al (study 2), (2019); Leyva et al (2018); Leyva et al (2021); Lore et al (2016); McCarthy et al (2018); Napoli and Purpura (2021); Niklas et al (2016); Niklas et al (2018); Pasnik et al (2015); Polinsky et al (2017); Purpura et al (2021); Ramani and Scalise (2020); Sonnenschein et al (study 1), 2016; Sonnenschein et al (study 2), 2016; Sophian (2004); Vandermaas‐Peeler, Bloomgarden, et al (2012); Vandermaas‐Peeler, Ferretti, (2012); Vandermaas‐Peeler et al (2018); Vandermaas‐Peeler et al (2016); Vandermaas‐Peeler et al (2019)…”

Section: Resultsmentioning

confidence: 99%

“…Related to informal settings, an upward trend exists in the quantity of empirical research that investigates the effectiveness of early math and literacy interventions in informal environments (e.g., Berkowitz et al, 2015; Lore et al, 2016; Niklas et al, 2016; Sonnenschein et al, 2016; Starkey & Klein, 2000). However, few reviews of these newly emerging intervention studies have been completed.…”

Section: Introductionmentioning

confidence: 99%

Attention to the integration of literacy: A systematic review of early math interventions in informal learning environments

Carter,

Nelson,

Boedeker

et al. 2024

Psychology in the Schools

View full text Add to dashboard Cite

Links between the development of early literacy and math skills are well documented. This systematic review focuses on how literacy is incorporated into informal math intervention studies for children in preschool to third grade, which has implications for researchers and those training caregivers to support their children at home. We reviewed 51 experimental or quasi‐experimental studies published from 1981 to 2021 that investigated the effectiveness of math interventions in informal learning environments with a caregiver interventionist. Findings revealed that 100% of studies included literacy in some way. We also investigated what types of literacy activities were integrated, how literacy was a part of data sources collected, and in what ways literacy was mentioned explicitly by authors in research reports. The most common literacy activity was speaking and listening, and the most frequently included literacy data source was standardized literacy achievement measures. Finally, researchers in the included studies did not detail literacy throughout their research reports. While early math interventions often integrate literacy, the research base including math interventions would benefit from more explicit rationales for their use of literacy, and caregivers should be provided information to help understand how literacy should be a part of the way they work with their child on math at home.

show abstract

“…If we would have allowed studies with methodological flaws to be included in the current meta-analysis, those study flaws would have transferred to the meta-analysis and potentially lead to a biased estimate of effect. We excluded one study with severe levels of attrition (i.e., more than 50%; Lore et al, 2016), one study that employed a treatment group-only design (Leyva et al, 2018), and one study that used nonrandomization procedures without administering a pretest and also lacked specific information needed to estimate the effect of clustering on variance estimates (Austin, 1988). Note.…”

Section: Literature Search Resultsmentioning

confidence: 99%

A Meta-Analysis and Quality Review of Mathematics Interventions Conducted in Informal Learning Environments with Caregivers and Children

Nelson¹,

Carter

Boedeker

et al. 2023

Review of Educational Research

View full text Add to dashboard Cite

The purposes of this study included conducting a meta-analysis and reviewing the study reporting quality of math interventions implemented in informal learning environments (e.g., the home) by children’s caregivers. This meta-analysis included 25 preschool to third-grade math interventions with 83 effect sizes that yielded a statistically significant summary effect (g = 0.26, 95% CI [0.07, 0.45) on children’s math achievement. Significant moderators of the treatment effect included the intensity of caregiver training and type of outcome measure. There were larger average effects for interventions with caregiver training that included follow-up support and for outcomes that were comprehensive early numeracy measures. Studies met 58.0% of reporting quality indicators, and analyses revealed that quality of reporting has improved in recent years. The results of this study offer several recommendations for researchers and practitioners, particularly given the growing evidence base of math interventions conducted in informal learning environments.

show abstract

Effectiveness of a Parent-Child Home Numeracy Intervention on Urban Catholic School First Grade Students

Cited by 9 publications

References 44 publications

Parent-Teacher Partnership and its Effect on Students’ Numeracy Skills

Parent-Teacher Partnership and its Effect on Students’ Numeracy Skills

Attention to the integration of literacy: A systematic review of early math interventions in informal learning environments

A Meta-Analysis and Quality Review of Mathematics Interventions Conducted in Informal Learning Environments with Caregivers and Children

Contact Info

Product

Resources

About