Math Take-Home Bags: A Parental Involvement Intervention

机译：数学带回家的书包：父母参与干预

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This research study was designed to determine if there was an effect on student's math scores in low-income school kindergarten classrooms. Two low-income schools were selected, one as the intervention classroom and one as the control group. Students in the intervention classroom completed eight weeks of take home math activity bags. Students in the control group received no at-home intervention. Both groups received the school district's specified testing system before and after the intervention bags. Independent t-tests were used to determine if there was a statistical difference in the pre- and post-test scores for the intervention and the control group. The data indicated that, overall, there was no significant difference in the scores of the groups. The intervention bags did not increase the student's test scores.

机译：本研究旨在确定低收入学校幼儿园教室中对学生的数学成绩是否有影响。选择了两所低收入学校，一所为干预教室，一所为对照组。干预教室的学生完成了八个星期的家庭数学活动袋。对照组的学生没有在家进行干预。两组在干预袋之前和之后均接受了学区指定的测试系统。使用独立的t检验确定干预组和对照组的检验前和检验后分数是否存在统计学差异。数据表明，总体而言，各组的得分没有显着差异。干预袋没有增加学生的考试成绩。

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作者
Hess, Kristina.;
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作者单位

Minot State University.;

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授予单位 Minot State University.;
学科 Early childhood education.
学位 M.S.
年度 2017
页码 67 p.
总页数 67
原文格式 PDF
正文语种 eng
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Math Take-Home Bags: A Parental Involvement Intervention

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