A Correlation Between Second Grade Students' Weekly Assessment Scores and Parental Involvement Time in Homework Activities

Abstract

The purpose of this study was to examine the correlation between the amount of time parents were actively involved with their children in homework assignments and their children's weekly spelling, reading and math assessments. Twelve second grade students and their parents volunteered to participate in this study for four consecutive weeks. Each week the parents completed and returned a time log sheet indicating the number of minutes they were actively involved with their children in homework assignments. The total amount of time parents spent helping their children in each of the three academic subjects was totaled each week and then averaged by the number of time sheets the parent returned during the four week period. Similarly, the weekly assessment scores for each of the three academic subjects were totaled, averaged and then correlated with the average amount of time the parents were involved in homework activities with their children. The negative correlation results verified other similar studies conducted previously but may not negate the beneficial effect this type of parental involvement has on successful student outcomes.