Tác động của chiến lược học tập theo phong cách học tập đến thái độ giúp đỡ bài tập về nhà và tự nhận thức học tập của học sinh tiểu học - Stacy Ewings

THE EFFECTS OF PARENTAL USE OF LEARNING-STYLE PREFERENCE STRATEGIES ON PARENT AND STUDENT ATTITUDES TOWARD HOMEWORK ASSISTANCE AND STUDENT ACADEMIC SELF-PERCEPTION Stacy Ewings MAT, Sacred Heart University, 1999 BA, Iona College, 1998 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in Instructional Leadership in the Department of Education and Educational Psychology at Western Connecticut State University 2012 THE EFFECTS OF PARENTAL USE OF LEARNING-STYLE PREFERENCE STRATEGIES ON PARENT AND STUDENT ATTITUDES TOWARD HOMEWORK ASSISTANCE AND STUDENT ACADEMIC SELF-PERCEPTION Stacy Ewings Western Connecticut State University Abstract This study examined parent attitudes when assisting with elementary school students’ homework, comparing parents who used learning-style preference strategies with parents who used traditional homework strategies. The study also examined the attitudes toward homework and the academic self-perception of elementary students. Teachers often expect parents to become involved in their child’s homework, but many parents are unsure of the strategies to use when helping. This study used an experimental research design.

Participating in the study were 68 parents and 66 students randomly assigned to either the treatment or comparison group. The experimental parent group received data on their own learning style and their child’s learning-style preferences. They also received training on strategies to help with homework based on each child’s learning-style preferences. The comparison group received training on traditional homework strategies without the learning- styles component.

All participants implemented the strategies for seven weeks of an eight-week period. Each group monitored and recorded information about parent-assisted homework on a researcher-designed survey. Quantitative analysis was utilized to examine each research question. Parent and student attitudes toward homework assistance were assessed using the Pizzo Semantic Differential Scale.

i Student academic self-perception was assessed using the Harter Self-Perception Profile for Children. These two instruments were administered as a posttest only. By randomizing assignment to group, the attributes for both the groups were assumed equivalent. Therefore, any effect observed between groups was linked to the treatment and was not a characteristic of the individuals in the group.

The parent participants in the treatment group completed the Building Excellence Survey (BE) (2000) learning-styles assessment. The student participants in the treatment group were administered The Elementary Learning Styles Assessment (ELSA) (2007). Both identify the subjects’ learning-style preferences and were only used for understanding of learning-style strengths. Each research question used affective measures, and data were analyzed using a one-way Analysis of Variance (ANOVA) to determine if there was a significant difference in the mean scores between the groups.

The potential benefits of this research were determining if understanding and utilizing learning-style preference strategies would promote positive parental attitudes toward homework assistance and enhance students’ attitudes and academic self-perceptions. The results showed that there was no significant difference between treatment and comparison groups regarding parent and student attitudes or student scholastic competence (p >. ii Copyright by Stacy Ewings, Ed. 2012 iii iv ACKNOWLEDGEMENTS The writing of this dissertation has been one of the most significant academic challenges I have ever had to face.

Without the support, patience, and guidance of the following people, this study would not have been completed. It is to them that I owe my gratitude. I would like to express my deepest appreciation to my primary advisor, Dr. Laura Mead, for her guidance, care, and especially for her patience in correcting my writing.

A special thank you goes to her mother-in-law Joan Mead for being a “second pair of eyes.” I would also like to thank Dr. Karen Burke and Dr. Kay Campbell who agreed to be my secondary advisors, as well as Dr. Harry Rosvally, who was my outside reader.

They worked hard to support me despite their many other academic and professional responsibilities. A special thanks goes to Dr. Marcia Delcourt for her encouraging words, thoughtful criticism, time and attention she provided during busy semesters. Thanks also to my other professors for showing me by example, and through challenging coursework, how to think, teach, and teach others to think.

To my cohort members—you were always there with a shoulder to cry on, an encouraging word, a helpful suggestion, and a way to always find the glass half full and keep me motivated to continue with the journey. Without your support I do not believe I would have made it through the first year, let alone complete the dissertation. I can do anything through Him who strengthens me. I am grateful for Christ being in my life, for without Him, I am nothing.

I would also like to thank my mom who supported and encouraged me, not only throughout the process of this dissertation, but also throughout my life. v Finally, I would like to thank my husband, Arnold R. He was always there cheering me on and never letting me give up on the project or myself. He was the support I needed at the most critical time of this journey.

Between proofreading, making dinner, and helping me any possible way he could think of, he always stood by me through the good times and bad. I am truly blessed that he chose me! Now it is your turn! I love you! vi DEDICATION This work is dedicated to my husband, Arnold R., without whose caring support it would not have been possible. And to my mom, Joyce A. Stewart, for teaching me that even the largest task can be accomplished if it is done one step at a time and to never give up on your dreams.

vii TABLE OF CONTENTS Page Abstract i Copyright iii Approval Page iv Acknowledgements v Dedication vii Table of Tables xiii Table of Figures xiv CHAPTER ONE: INTRODUCTION 1 Rationale for Selecting the Topic 2 Related Literature to Support the Rationale 3 Statement of the Problem 4 Potential Benefits of Research 5 Definition of Key Terms 6 Methodology 7 Research Questions and Hypotheses 7 Description of the Setting and Subjects 8 Instrumentation 9 Researcher-Designed Parent Involvement Survey 10 The Elementary Learning Styles Assessment 10 Harter’s Self-Perception Profile for Children 11 viii Pizzo Semantic Differential Scale 12 Building Excellence Survey 12 Description of the Research Design 13 Description and Justification of the Analyses 13 Data Collection Procedures and Timeline 14 Limitations of the Study 16 Ethics Statement 17 CHAPTER TWO: REVIEW OF THE LITERATURE 18 Theoretical Background 18 Gregorc’s Mind Style Model 19 Kolb’s Model 20 Dunn and Dunn Learning-Style Model 21 Research on the Dunn and Dunn Learning-Style Model 22 Homework and Attitudes 27 Academic Self-Perception of Students 31 Parental Involvement 34 Conclusion 43 CHAPTER THREE: METHODOLOGY 45 Research Questions and Hypotheses 45 Description of the Setting and the Subjects 46 Parent and Child Participants 47 Description of the Treatment Group or the Comparison Groups 48 The Treatment Group Training 48 ix The Comparison Group Training 49 Procedures 50 Research Design 51 Instrumentation 52 Researcher-Designed Parent Involvement Survey 53 Building Excellence Survey 53 Elementary Learning Style Assessment 54 Harter’s Self-Perception Profile for Children 56 Pizzo Semantic Differential Scale 57 Data Analysis 59 Data Collection Procedures and Timeline 60 Ethics Statement 63 CHAPTER FOUR: ANALYSIS OF DATA AND EXPLANATION OF THE FINDINGS 65 Research Questions and Hypotheses 65 Description of the Data 66 Results of Data Cleaning and Screening 67 Statistical Assumptions 68 Research Question One- Pizzo Semantic Differential Scale for Parents 68 Research Question Two- Pizzo Semantic Differential Scale for Students 70 Research Question Three- Harter’s Self-Perception Profile for Children 72 Descriptive Statistics 74 Data Analysis 75 Descriptive Statistics for Homework Monitoring Log 76 x Results for Research Question One 80 Results for Research Question Two 80 Results for Research Question Three 81 Summary 82 CHAPTER FIVE: SUMMARY AND CONCLUSIONS 83 Summary of the Study 83 Procedures 85 Findings 86 Comparison and Contrast of Findings 86 Theoretical Comparisons 86 Limitations of the Study 88 Internal Validity 89 External Validity 91 Population Validity 91 Ecological Validity 92 Implications and Suggestions for Future Research 92 Summary 95 REFERENCES 96 APPENDICES 106 APPENDIX A: Researcher-Designed Parent Involvement Survey 106 APPENDIX B: The Elementary Learning Styles Assessment 108 APPENDIX C: Pizzo Semantic Differential Scale for Parents and Students 110 APPENDIX D: Building Excellence Survey 113 xi APPENDIX E: Superintendent Letter of Permission 117 APPENDIX F: Western Connecticut State University Human Subjects 119 Research Review Form APPENDIX G: Student Consent Form 121 APPENDIX H: Parent Consent Form 123 APPENDIX I: Parent Training Session Overview 126 APPENDIX J: Electronic Communication with Parents 129 APPENDIX K: Tactual Learning-Style Manual: Sample Pages 133 APPENDIX L: Confirmation Letter 138 APPENDIX M: Building Excellence Survey Directions 143 APPENDIX N: Elementary Learning Style Assessment Directions 145 APPENDIX O: Electronic Communication with Teachers 147 APPENDIX P: Withdrawal from the Study 150 xii TABLE OF TABLES Page Table 1: Description of Experimental Design 52 Table 2: Frequency Statistics for Pizzo Semantic Differential Scale for Parents 69 Table 3: Frequency Statistics for Pizzo Semantic Differential Scale for Students 71 Table 4: Frequency Statistics for Harter’s Self-Perception Profile for Children 73 Table 5: Descriptive Statistics for Parents Pizzo Semantic Differential Scale 74 Table 6: Descriptive Statistics for Students Pizzo Semantic Differential Scale 74 Table 7: Descriptive Statistics for Harter’s Self-Perception Profile for Children 75 Table 8: Average Time Spent on Homework 77 Table 9: Strategies Implemented in the Treatment and Comparison Group 79 Table 10: ANOVA of Pizzo Semantic Differential Scale- Parents Strategies 80 Table 11: ANOVA of Pizzo Semantic Differential Scale- Students 81 Table 12: ANOVA of Harter’s Self-Perception Profile for Children 82 xiii TABLE OF FIGURES Page Figure 1: Frequency of Assignment by Subject 77 Figure 2: Frequency of Assistance by Subject 78 xiv CHAPTER ONE: INTRODUCTION Appropriate parental support can contribute to a student’s academic self-perception (Hoover-Dempsey et al. However, many parents only become involved when they feel there is an explicit need for involvement. Because many parents feel they are not capable of helping with academics, it is important for schools to address the need for parental support (Baker & Stevenson, 1986). Relevant parental involvement may increase when parents have clear guidelines on helping with homework (Epstein & Van Voorhis, 2001).

It is incumbent upon educators to identify the learning styles and academic strengths of the students in their classes and share this information with parents. Unfortunately, parents are not provided with the training necessary to make such evaluations. Instead, they are often forced to draw upon their prior experiences as students in order to help their own children with homework (Epstein & Van Voorhis, 2001). This method of providing assistance may not be effective for many children since members of the same family often learn in different ways (Dunn & Dunn, 1992).

Studies have been conducted on parental involvement with regard to homework and student scholastic competence. Hoover-Dempsey and Sandler (1997) found that when parents were given specific instructions on how to help their child with homework, the student’s scholastic competence increased. Wahlberg (1984) also found that parental involvement in their child’s education had a profound impact on the child’s academic, behavioral, and affective learning. This study examined the effects of specific parental learning-style training strategies utilized during homework sessions as compared to homework sessions conducted by parents who received training in traditional homework-help strategies.

The study sought to determine if there 1 was a difference in students’ academic self-perception and student/parental attitudes toward homework assistance. Rationale for Selecting the Topic Researchers from Duke University analyzed over 60 studies and concluded that homework has a positive effect on student achievement in middle school and high school (Gilmer, 2006). The No Child Left Behind Act, enacted in 2002, increased high-stakes testing in the public schools resulting in increased homework assignments and a need for increased parental involvement. A study conducted by Clark (1983) found that when parents helped children with homework by providing a quiet atmosphere and a regular study time, children did better in school.