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Is the Effectiveness of Mathematics Interventions Moderated by Students' Family Background?

Wed, April 23, 12:40 to 2:10pm MDT (12:40 to 2:10pm MDT), The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 3B

Abstract

The present study investigates the role of family characteristics (i.e., SES, home numeracy activities, and family interest in mathematics) in the effectiveness of a mathematics intervention with two experimental conditions (single intervention: e-learning program; combined intervention: e-learning program and small-group tutoring) and one control group. We used data from N = 1,044 fifth graders and N = 459 parents, collected at three time points during an entire school year. We conducted multiple regression analysis in Mplus and included interaction effects between the two intervention conditions and family characteristics. We found that both interventions were more effective for students from lower socioeconomic backgrounds. In addition, students benefited more from the combined intervention when it was supplemented with frequent home numeracy activities.

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