FAMILY INVOLVEMENT WITH CHILDRENS HOMEWORK - AN INTERVENTION IN THE MIDDLE GRADES

This study investigated a middle-grades mathematics homework intervent ion designed to increase family involvement in homework. The participa nts were 74 sixth-grade students and their families from a midwestern school. The students were enrolled in one of three mathematics classes taught by the same instructor. In one class there were no homework in volvement prompts, in the second class students were prompted to invol ve family members, and in a third class students were prompted to invo lve family members and family participation Ir as requested directly. Findings indicate that, compared to families that were not prompted, f amilies in the two classes receiving prompts were significantly more i nvolved in mathematics homework activities. However, level of family i nvolvement did not predict strident achievement. Implications for prac tice and directions for research are discussed.