The Effects of a Homework Club Intervention on Math Test Scores for At-Risk Second Graders in a Title I School
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2014-07
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Masters of Education
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Abstract
The purpose of this quasi-experimental study, pretest-posttest design, was to determine the effects of supporting math homework completion on the math achievement grades of at-risk second graders in a Title I public school. Students, who were unsuccessful, scoring below 70%, were invited to participate in a homework club as an intervention, conducted by the researcher who was also the classroom teacher. The purpose of the homework club was to decrease students’ chances of becoming at-risk of failing the core subject. Five students were given permission by their parents to participate in the treatment after school homework club group and three students’ parents declined the invitations, the control group. Both groups were given the same measurements: the pretests and posttests from units one and two of the math curriculum, homework assignments, and surveys. Parents of both groups also completed a survey. Participants of the homework club received a modified survey at the end of the study to depict their perceptions about the homework club. Ratings from the surveys suggested that students enjoyed participating in the homework club because they were able to complete their homework assignments, receive help from the teacher, and self-select manipulatives to solve math problems. Additional results from this study indicate there was an increase in the number of math homework assignments completed and in academic achievement when comparing the differences of the pretest and posttest results for units one and two for both groups. However, participants in the homework club demonstrated more academic growth on their unit two math assessment. Further research should be conducted to explore the effects of a homework club as in intervention in other subject areas.