The Effect of Parental Monitoring of Children’s Homework on their Academic Achievement in Mathematics and Dictation

This study aims to examine the effect of parental supervision of students’ homework on the academic achievements of fourth grade male students in spelling and mathematics in elementary schools in  Sirjan town. This is a quasi-experimental, control group study with a pre-test, post-test design. The statistical population included all 4^th grade male students of Sirjan elementary schools (N=4321) within the 2013-2014 academic year. A total of 60 male students were selected through cluster random sampling method and were randomly assigned to the treatment and control groups of thirty members. Measuring instruments used in this study consisted of teacher-made spelling and math tests, the validity and reliability of which were verified. Data was analyzed through using descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance). Research findings show that there is a significant difference between students’ mean scores of academic achievement in the experimental and control groups. Furthermore, students supervised by parents revealed higher academic achievement in spelling than those in the control group. According to research findings, it may be stated that parental monitoring of students’ assignments influences their spelling and math achievements.