Having Fun Doing Math: Text Messages Promoting Parent Involvement Increased Student Learning

Santana, Macarena; Nussbaum, Miguél; Carmona, Raimundo; Claro, Susana

doi:10.1080/19345747.2018.1543374

Cited by 8 publications

(5 citation statements)

References 58 publications

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“…Belajar matematika terkesan harus menghafal rumus serta mengikuti prosedur yang sudah ada di buku. Sehingga pembelajaran yang dilaksanakan oleh guru masih jauh dari konsep menarik dan menyenangkan (Santana et al, 2019;Somyürek, 2014;Tsai et al, 2019).…”

Section: Pendahuluanunclassified

Pengabdian Kepada Masyarakat Melalui Workshop Peningkatan Pemahaman Guru Mengenai Pembelajaran Berbasis STEAM

Nasir

Siahaan²,

Gaol

et al. 2022

Rengganis

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The purpose of this community service is to improve teachers' understanding of STEAM learning. The problem faced by teachers is the lack of information on how to choose the context of STEAM learning, lack of event of sharing session with teachers who have implemented STEAM to teachers who want to carry out innovative learning. Teachers need training on STEAM based on the evaluation form that has been shared by the team before the STEAM workshop is held. It aims to identify problems, determine problem solutions, and determine the timing of activities. The stage of implementation of activities is carried out in the form of a model of lectures, discussions, and assignments. The material provided includes the definition of STEAM, STEAM social context and followed by sharing sessions by teachers who have implemented STEAM learning in schools. The result of this community service is that teachers can design learning evidenced by STEAM-based learning design tasks that have been collected by 24 teachers in google classroom. Participants' response to the implementation of activities is very good, participants hope that this kind of activity can be re-organized for the future.

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Section: Pendahuluanunclassified

Pengabdian Kepada Masyarakat Melalui Workshop Peningkatan Pemahaman Guru Mengenai Pembelajaran Berbasis STEAM

Nasir

Siahaan²,

Gaol

et al. 2022

Rengganis

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“…Parents' (i.e., biological father and mother) cooperation, involvement, and input is the single most important variance and factor, in having a comprehensive insight into the needs of a child with a disability [ [1] , [2] , [3] , [4] , [5] ]. Several studies have found a positive correlation in parental involvement in terms of treatment, motivation to seek care, improving parent-child relationship, improving teacher perception and even school achievement [ [4] , [5] , [6] , [7] , [8] , [9] ]. However, little is known about how fathers are involved in the nurturing, care, support and development of children with disabilities.…”

Section: Introductionmentioning

confidence: 99%

Nationwide study of fathers’ involvement in the rehabilitation of children with disabilities in the United Arab Emirates

Mohamed,

Peprah Opoku,

Almarzooqi

et al. 2024

Heliyon

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“…We aimed to increase parent involvement in STEM via a series of four virtual “funshops” and by mailing families hands-on STEM activities linked to the unit of study ( Caniglia et al, 2021 ). We also sent parents follow-up text messages with tips and extension activities ( Santana et al, 2019 ) and family museum passes ( Vandermaas-Peeler et al, 2016 ; Pagano et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Virtual Teaching Together: engaging parents and young children in STEM activities

Zucker,

Mesa,

Assel

et al. 2024

Front. Psychol.

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IntroductionEarly informal learning experiences are essential for sparking long-term interest in science, technology, engineering, and math (STEM). In a prior study, we found more promising parent involvement outcomes when families of young children were provided with STEM family education events along with home STEM activity kits compared to providing workshops alone. This study was a conceptual replication using the same program—Teaching Together STEM—to deliver educational workshops plus home activity kits; however, we varied the delivery method by using virtual “funshops” to evaluate if parents perceived this modality as feasible and useful.MethodsMuseum informal science educators introduced four units via virtual video chat sessions linked to 12 hands-on STEM activities that were mailed to families randomly assigned to the treatment group. Half of the families were assigned to a waitlist control group that received a portion of the virtual program after the posttest. Participants included 60 families with children aged 3 to 5 years from diverse linguistic and socioeconomic backgrounds.ResultsOur results indicate no significant group differences in the primary outcome of parents’ involvement in informal STEM but a small, positive effect size (ES = 0.18) that was similar in magnitude to the prior, in-person study. Although parents mostly perceived the remote delivery as convenient and the materials as engaging for their child, there were no significant program impacts on children’s general science interests (ES = −0.19).DiscussionDespite the convenience, parents reported time was a barrier to doing STEM activities at home. Parents with lower education levels were less likely to attend, suggesting virtual approaches are not sufficient for ensuring broad access to family engagement programs for populations underrepresented in STEM.

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Having Fun Doing Math: Text Messages Promoting Parent Involvement Increased Student Learning

Cited by 8 publications

References 58 publications

Pengabdian Kepada Masyarakat Melalui Workshop Peningkatan Pemahaman Guru Mengenai Pembelajaran Berbasis STEAM

Pengabdian Kepada Masyarakat Melalui Workshop Peningkatan Pemahaman Guru Mengenai Pembelajaran Berbasis STEAM

Nationwide study of fathers’ involvement in the rehabilitation of children with disabilities in the United Arab Emirates

Virtual Teaching Together: engaging parents and young children in STEM activities

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