The evaluation of a family intervention programme (Triple P) teaching independent homework skills : dissertation.
Degree GrantorUniversity of Canterbury
Degree NameMaster of Education
The present study evaluated the effectiveness of the Triple P homework tip-sheet and video by measuring changes in children's homework difficulties, levels of accuracy and completion of homework tasks, academic achievement and classroom behaviour. Goal-setting and contingency-contracting procedures were also investigated in response to additional support requested by the parents as the study progressed. Participants included five parent-child dyads that were selected from a single primary school in the Christchurch area. The study was conducted using an ABCD multiple baseline design. Results show that the use of the Triple P homework resources, and the subsequent implementation of goal-setting and contingency-contracting procedures, improved parents' ratings of homework problems, improved homework completion and accuracy, improved academic achievement, and improved most of the participant's on-task behaviour. In conclusion, this intervention provides a positive and manageable approach that provides parents with realistic strategies designed to help them manage their children's homework problems. Additional benefits of the intervention for parents and their children are discussed, and issues pertaining to the relevance of homework content.